If you missed class or did not finish writing down the notes, you can find copies of the lesson notes by clicking the lesson notes heading!
You are responsible for writing down the notes for missed classes. Notes are organized by unit and labeled the same as the agenda lesson title.
Please feel free to reference and let me know if you have questions
How Can Siblings with the Same Parents Look Different?
Do Now (3 minutes): Grab your notebook and folder to take notes
Group Instruction:
Open the Newsela link
Click on the Assignment "Why Siblings Can Have Different DNA Ancestry"
Read the article
Complete the brief writing prompt
Answer the 4 Quiz questions - this is due Friday 12/5
Guided Work Time
Work on missing work
Lexia
ALEKS
other quiet work
Exit Ticket: Tell me how far you got on both assignments (article on Google Classroom from Monday and the one from today).
**I will dismiss clean and quiet tables.**
YOU WILL NEED
A writing utensil
Chromebook
TODAY'S OBJECTIVE
I can...
Explain the role of the myostatin protein.
Develop a model to show how genetic factors influence (cause) variation in a trait (effect) by controlling the production of specific proteins.
ASSIGNMENT/REMINDERS
Please bring a writing utensil and your Chromebook daily.
Why Siblings Can Have Different DNA Ancestry article, complete the writing prompt, and quiz questions - Due Friday 12/5
HOW GENOTYPE INFLUENCES PHENOTYPE
Do Now (3 minutes): Grab your notebook and folder - now that we reviewed yesterday, write down as many traits as you can.
Group Instruction:
Cause-effect Relationships
Slides (10 minutes)
When _[change]_, we/they observed _[effect on the system]_.
Genetic Modifications for Heavily Muscles Animals
Review the post it model, let's discuss....
How are chromosomes and genes related?
How are genes and alleles related?
How are genes and proteins related?
How are alleles and proteins related?
How are alleles and genotype related?
How are alleles and phenotype related?
Where are chromosomes found? Genes?
How Genotypes Influence Phenotypes Slides
Consider the scales
Cause-Effect Chain
Predict the Phenotype of a Sibling
Exit Ticket: Fist to Five how you are feeling about your understanding of the content from today's lesson.
**I will dismiss clean and quiet tables.**
YOU WILL NEED
A writing utensil
Chromebook
TODAY'S OBJECTIVE
I can...
Explain the role of the myostatin protein.
Develop a model to show how genetic factors influence (cause) variation in a trait (effect) by controlling the production of specific proteins.
ASSIGNMENT/REMINDERS
Please bring a writing utensil and your Chromebook daily.
Review and Myostatin Scientific Reading
Do Now (3 minutes): Grab your notebook and folder and turn on your Chromebook.
Group Instruction:
Meet Tortoigee! He is a Herman's tortoise and is 3 years old.
Handling and interaction rules:
No handling: Do not pick up the tortoise unnecessarily, as this can cause stress and health problems. Only a designated person should feed or handle.
No loud noises as he gets used to his new environment. Tortoises can stress easily.
Observe from a distance: Appreciate the tortoise's natural behavior by observing it from outside its enclosure.
Respect the habitat: Do not disturb the enclosure's setup, decorations, or the tortoise's burrow.
Recap:
Alright, let's continue:
Scientific article readings (20 minutes) via Google Classroom
While you are reading:
look for cause-effect relationships
Central ideas or claims
Questions you have about the text
Whether the claim makes sense with our ideas
Evidence supporting the authors’ claim
Methods the authors used to test their ideas
start homework - Myostatin - what it does - due 12/3.
Debrief on article (10 minutes) via Google Classroom
Exit Ticket: Fist to Five how far you got with the assignment.
**I will dismiss clean and quiet tables.**
YOU WILL NEED
A writing utensil
Chromebook
TODAY'S OBJECTIVE
I can...
Critically read scientific texts to obtain evidence that a distinct gene is the cause for the production of a specific protein related to the trait of musculature.
Explain the role of the myostatin protein.
ASSIGNMENT/REMINDERS
Please bring a writing utensil and your Chromebook daily.
How do chromosomes cause cattle to be born with extra-big muscles Continued
Do Now (3 minutes): What are the 4 types of nucleotide bases that make up DNA.
Group Instruction:
Recap:
What are the 5 elements chromosomes are made of:
Hydrogen
Oxygen
Nitrogen
Carbon
Phosphorus
Time to finish up cattle - chromosomes and DNA exercise (5 minutes)
Alright, let's continue:
Scientific article readings (15 minutes)
look for cause-effect relationships
Slides (10 minutes)
When _[change]_, we/they observed _[effect on the system]_.
Genetic Modifications for Heavily Muscles Animals
In the spirit of Thanksgiving, let's end with an article on Why Are Turkeys Genetically Modified (7 minutes)
Exit Ticket: Fist to Five how you are feeling about your understanding of the content from today's lesson.
**I will dismiss clean and quiet tables.**
YOU WILL NEED
A writing utensil
Chromebook
TODAY'S OBJECTIVE
I can...
name the 5 elements chromosomes are made of.
llist the 4 types of nucleotide bases that make up DNA.
Critically read scientific texts to obtain evidence that a distinct gene is the cause for the production of a specific protein related to the trait of musculature.
ASSIGNMENT/REMINDERS
Please bring a writing utensil and your Chromebook daily.
How do chromosomes cause cattle to be born with extra-big muscles?
Do Now (5 minutes): Draw a pedigree for your family tree including symbols and lines.
Group Instruction:
Recap:
What did we figure out about chromosomes?
What patterns did we find between chromosomes and the extra-big muscles we are investigating?
Alright, let's continue: Slides
Use Symbols to Support Work at this Scale
Zoom in on chromosomes and discuss their small scale. Plan how we investigate something so small yet so complex.
Revisit Proteins and Introduce a new Protein
Recall what we know about proteins, explore the scale of proteins compared to chromosomes, and look at a new protein.
Organize cattle by new information to look for patterns
Work in groups to look for patterns in the new chromosomes and protein data about our cattle.
Develop initial models in small groups
Construct initial models in groups explaining the connections they found with the musculature of their cattle and their chromosome and protein data.
Exit Ticket: Fist to Five how you are feeling about your understanding of the content from today's lesson.
**I will dismiss clean and quiet tables.**
YOU WILL NEED
A writing utensil
Chromebook
TODAY'S OBJECTIVE
I can...
Develop and use a model to describe correlational relationships among chromosome pairs containing two variants, specific proteins, and the trait of musculature.
Critically read scientific texts to obtain evidence that a distinct gene is the cause for the production of a specific protein related to the trait of musculature.
ASSIGNMENT/REMINDERS
Please bring a writing utensil and your Chromebook daily.
Where do the babies with extra-big muscles get that trait variation? Continued
Do Now (5 minutes): Write down how you would classify these this cow with the symbols you learned yesterday.
Do Now Debrief (5 minutes) Share your symbol with your table mates.
Group Instruction:
We will observe cattle family photos to find patterns between relatedness and musculature. Slides
Important vocabulary: A karyotype is an organized profile of an individual's complete set of chromosomes, showing their number, size, and shape
Build a Model to Show Relationships
add to our pedigree model with lines to show relationships
How does the Muscular trait get passed down?
A look at Cells under a Microscope
Discover Patterns Using Karyotypes
Debrief as a group:
Let’s explain step by step how calves with extra-big muscles get that trait variation.
What did the patterns we saw tell us about where the babies with extra-big muscles get their muscles from?
What new questions does this raise for us?
Exit Ticket: Fist to Five how you are feeling about your understanding of the content from today's lesson.
**I will dismiss clean and quiet tables.**
YOU WILL NEED
A writing utensil
Chromebook
TODAY'S OBJECTIVE
I can...
Use a model to describe and predict the patterns and variations in traits between parents and offspring in a pedigree.
ASSIGNMENT/REMINDERS
Please bring a writing utensil and your Chromebook daily.
Where do the babies with extra-big muscles get that trait variation?
Do Now (5 minutes): In your notebook answer, "Do you have any personal experiences with increasing your own muscle mass? Or have you heard how others have built bigger muscles?"
Do Now Debrief (5 minutes) Write your ideas on the whiteboard.
I will pull popsicle sticks and you will share an idea you came up with.
Here's our focus for today:
We will observe cattle family photos to find patterns between relatedness and musculature.
Group Instruction:
We will observe cattle family photos to find patters between relatedness and musculature. Slides
Important vocabulary: A karyotype is an organized profile of an individual's complete set of chromosomes, showing their number, size, and shape
NAVIGATION (5 minutes)
Observe photos of baby cattle with typical muscles and extra-big muscles.
DEVELOP CONVENTIONS FOR PEDIGREES (5 minutes)
Discuss the best way to represent characteristics of individuals that are part of our cattle families and agree to share common symbols to do so.
BUILD PEDIGREES USING CATTLE FAMILY PHOTOS (20 minutes)
Work at your tables to organize the pedigrees based on relatedness and transfer the observations about the phenotype and sex of each individual.
Debrief at your table:
What were some of the characteristics you used to determine the different phenotypes of your cattle?
What patterns did you see between parents and offspring?
Were those patterns the same in each generation of a family?
Remember your homework due today by 3:30.
Exit Ticket: Thumbs up if you turned in your homework on the way out.
**I will dismiss clean and quiet tables.**
YOU WILL NEED
A writing utensil
Chromebook
TODAY'S OBJECTIVE
I can...
Use a model to describe and predict the patterns and variations in traits between parents and offspring in a pedigree.
ASSIGNMENT/REMINDERS
Please bring a writing utensil and your Chromebook daily.
Genetics Vocabulary & Trait Graphing
Do Now (5 minutes): In your notebook, brainstorm different traits a person could have. (Note you will share some of them out with the class).
Do Now Debrief (5 minutes) After 5 minutes, We will write how many you came up with, just the total on the board.
I will pull popsicle sticks and you will share 3 traits you came up with.
Group Instruction:
Additional vocabulary slides
Take notes on key vocabulary words
Genetic Material
Genome
Genetic Information
Protein
Actin and Myosin
Pedigree
Chromosomes
Sexual Reproduction
In Class Activity: Genetic Traits Survey & Graphing Activity
Genetic Traits Survey & Graphing Activity - we will finish the information gathering in class, we will start the graph homework due Wednesday, November 19th.
Exit Ticket: Tell me how far you got on the Genetic Traits Survey.
**I will dismiss clean and quiet tables.**
YOU WILL NEED
A writing utensil
Chromebook
TODAY'S OBJECTIVE
I can...
brainstorm different traits.
take notes on vocabulary words.
ASSIGNMENT/REMINDERS
Please bring a writing utensil and your Chromebook daily.
Intro to Genetics - Vocabulary Continued
Do Now (5 minutes): New seating charts!!! Look at the wall when you come in for your new seat.
Introduce yourself to your table mates if you don't already know them.
Grab your Science notebook and folder - review your notes.
Group Instruction:
Intro to Genetics vocabulary slides continued
Take notes on key vocabulary words
Homozygous
Heterozygous
Dominant Traits
Recessive Traits
Mutations Changes in DNA
How Traits Are Inherited: A Simple Example
In Class Activity: Genetic Traits Survey & Graphing Activity
Genetic Traits Survey & Graphing Activity - we will start the information gathering in class, then the graphing will be homework due Wednesday, November 19th. You will get graphing paper Tuesday.
Exit Ticket: Tell me how far you got on the Genetic Traits Survey.
**I will dismiss clean and quiet tables.**
YOU WILL NEED
A writing utensil
Chromebook
TODAY'S OBJECTIVE
I can...
explain the difference between homozygous and heterozygous.
determine the difference between dominant and recessive traits.
ASSIGNMENT/REMINDERS
Please bring a writing utensil and your Chromebook daily.
New Unit -- Genetics!!!!
Do Now (5 minutes): KWL Chart
Write on a post it note:
What do you know about Genetics?
What do you want to know?
Group Instruction:
Why do you look like your parents?
Brainstorm at your table
Genetics 101 - What are Genes video?
Heredity who are you Video PBS
Intro to Genetics vocabulary slides
Take notes on key vocabulary words
Heredity
DNA
Genes
Alleles
Geneotype
Pheneotype
Homozygous
Heterozygous
Dominant Traits
Recessive Traits
Mutations Changes in DNA
How Traits Are Inherited: A Simple Example
Exit Ticket: What's one thing you learned about Genetics.
**I will dismiss clean and quiet tables.**
YOU WILL NEED
A writing utensil
Chromebook
TODAY'S OBJECTIVE
I can...
learn about an overview of genetics.
ASSIGNMENT/REMINDERS
Please bring a writing utensil and your Chromebook daily.
Presentations of Water Filters Continued
Do Now (5 minutes): Sit with your group and have your presentation ready.
Presentations:
While you are presenting make sure you speak loudly and clearly so everyone in the class can hear. Introduce your group members and your presentation.
While you are in the audience:
Active listening - no talking!
Show respect with body language (no sleeping, head down, etc.)
Ask questions when prompted
Offer polite feedback when asked
When all presentations are finished: You may work on missing homework, Lexia, ALEKS math, and other silent work when you are finished.
Exit Ticket: Fist to 5 what did you think of the presented work.
**I will dismiss clean and quiet tables.**
YOU WILL NEED
A writing utensil
Chromebook
TODAY'S OBJECTIVE
I can...
present my project to an active audience.
demonstrate my understanding.
attentively listen to other presentations and provide constructive positive feedback.
ASSIGNMENT/REMINDERS
Please bring a writing utensil and your Chromebook daily.
Guided Work Time/Presentations
Do Now (5 minutes): Sit with your group and have your presentation ready.
Fill out the form on your team members.
Guided Work Time:
I will work with those who chose Science for their Project Seminar project.
If you are finished with your proposal or did not choose Science, you will have Guided Work Time to work on the following:
Finish Presentation Prep!
Math assignment or ALEKS skills
any missing assignments
Lexia
other quiet work
If we have time....
Presentations:
While you are presenting make sure you speak loudly and clearly so everyone in the class can hear. Introduce your group members and your presentation.
While you are in the audience:
Active listening - no talking!
Show respect with body language (no sleeping, head down, etc.)
Ask questions when prompted
Offer polite feedback when asked
Exit Ticket: Fist to 5 what did you think of the presented work.
**I will dismiss clean and quiet tables.**
YOU WILL NEED
A writing utensil
Chromebook
TODAY'S OBJECTIVE
I can...
present my project to an active audience.
demonstrate my understanding.
attentively listen to other presentations and provide constructive positive feedback.
ASSIGNMENT/REMINDERS
Please bring a writing utensil and your Chromebook daily.
Worktime on Presentations
Do Now (5 minutes): Sit with your group and get right to work on your presentation.
Fill out the form on your team members.
Presentations should include:
Picture or image of your final build
Group members name
Chart of your results from each build
How you decided on materials to use/how to construct your filter
Lessons learned from build 1
Resources used
Should be engaging to rest of class
Exit Ticket: Fist to 5 how prepared you are for presentation.
**I will dismiss clean and quiet tables.**
YOU WILL NEED
A writing utensil
Chromebook
TODAY'S OBJECTIVE
I can...
present my project to an active audience.
demonstrate my understanding.
attentively listen to other presentations and provide constructive positive feedback.
ASSIGNMENT/REMINDERS
Please bring a writing utensil and your Chromebook daily.
Re-build your Water Filter
Do Now (5 minutes): Look at your revised design plan to ensure it is complete and has all measurements and amount of materials you need.
Note the revised amounts I will provide:
1 cup sand
1/2 cup gravel
1/4 cup dirt
2 scoops charcoal
2 coffee filters
5 cotton balls
Group Instruction
Today's tasks...
Work through the Create Phase
Build your filter
Test the water before
Run water through your filter
Test the water after
*you can only run your water through the filter more than once if your design said you would*
Mark your results
TDS
Color
Smell
Turbidity
If you have time at the end of class, start to work on your presentation.
Presentations should include:
picture or image of your final build
group members name
Chart of your results from each build
How you decided on materials to use/how to construct your filter
Lessons learned from build 1
Resources used
Should be engaging to rest of class
Reminder of Group expectations:
Work with people you can stay focused with (not get distracted)
Stay on task during class
Low volume level when working
Every group member must equally participate and contribute
Everyone's ideas matter and are good ideas when brainstorming
Be polite and respectful
Meet deadlines as a group
You will be assessing your group members at the end of the project
No switching groups
Exit Ticket: Tell me fist to 5 how prepared you are for the presentation.
**I will dismiss clean and quiet tables.**
YOU WILL NEED
A writing utensil
Chromebook
TODAY'S OBJECTIVE
I can...
redesign our DIY water filter.
describe the enhancements made to the water filter.
ASSIGNMENT/REMINDERS
Please bring a writing utensil and your Chromebook daily.
As you enter...
Make sure you have something to write with and something to write on, then head to your assigned seat and start the do now!
DO NOW [10 min]: Quick Jot As you enter, answer the questions below on a piece of scratch paper in your notebook!
What topics have you studied or learned in this class so far this year?
Jot down at least 5 topics we have learned about as a group!
You can use your notebook to help you.
What activities did you do in class that helped you learn these topics things?
DO NEXT [3 min]: Mix and Mingle - Walk around the room until I say mingle. Once you have a partner, share out your responses to the quick jot and allow your partner to share their responses. You may add more topics to your list if your partner shares something you didn’t think of! When you are done sharing, circle up!
DEBRIEF [10 min]: I will use popsicle sticks call on a few people to share out responses to each question until we think we have summarized our trimester in this class. I will jot down the ideas on the white board so you have them for later.
What topics have you studied or learned in this class so far this year?
What activities did you do in class that helped you learn these topics things?
What is something you could use from science to show evidence of your progress in learning these skills?
Today you will be using the rest of the time to reflect on your personal learning throughout this semester. You can use the information we brainstormed together to help!
TRANSITION [2 min]: Head back to your seats with your folder, notebook and a pencil. I will give each of you a peel the fruit reflection once you are at your table. We will do the first section together as a group.
WHOLE GROUP [7 min]: We will use the information we brainstormed as a group to respond to the first part of the peel the fruit reflection together on the paper reflection I gave you.
In science class we have been studying...
Some key ideas or understandings I have learned so far include...
Activities we do in science to help us learn are...
Next we will discuss possible artifacts you could use from science class to show your learning.
Water Quality lab
Water Pollution lab
Water filter project
INDEPENDENT [25 min]: Peel the Fruit Reflection - Use the rest of the time to complete sections two and three of your Peel the Fruit Reflection for this class on the paper you were given. You can use your notebook and folder to help you write about what you learned. Please write neatly as you will need to read your writing when choosing artifacts and typing your reflection on your POL slides.
*If you choose to use science as an artifact at your POL, please also show your notebook with the notes you took regarding the content.*
Section 2 = Artifact Description - Choose one of the labs or project we have had so far:
Water Quality Lab: analyzing water quality of various samples, testing for pH, Iron, Lead, Copper, etc.
Water Pollution Lab: cleaning up a real pollution simulation.
Water Filter project: build a real working water filter using the engineering design process
Section 3 = Description of Learning - Here are some examples of what you might write based on which artifact you choose:
Water Quality Lab
EXAMPLE: This demonstrates I know how to test water quality and what different quality indicators of water quality there are. My notes on water quality indicators were useful while completing this lab and understanding the concepts.
I will explain a few different quality indicators demonstrating my comprehension.
Something I found challenging during this lab was... I overcame this by...
Water Pollution Lab:
EXAMPLE: My reflection of this lab shows my understanding of what materials work best to clean up water pollution. The lesson and my notes on water pollution were useful. I worked on this with my lab group, so I had to demonstrate my ability to collaborate.
I will explain the different sources of water pollution and how to best clean them up.
Something I found challenging during this lab was... I overcame this by...
When you finish, please raise your hand to show it to me!
TICKET OUT [3 min]: Check - is your name and advisor on your Peel the Fruit Reflection? Once it is, pack up. I will dismiss clean quiet tables. You need to hand me your Peel the Fruit Reflection as you leave!
YOU WILL NEED
A writing utensil
Chromebook
TODAY'S OBJECTIVE
I can...
prepare for my poL.
ASSIGNMENT/ REMINDERS
Please bring a writing utensil and your charged Chromebook daily.
Redesign your Water Filter
Do Now (5 minutes): Share one improvement you need to make to your build.
Group Instruction
Today's tasks...
Work through the Plan Phase
Look at the reflections you made yesterday
Sketch out the design
Include dimensions
Include all materials you will use
Engaging to the audience
Studio Time
Work on your presentation prep. Presentations should include:
picture or image of your final build
group members name
Chart of your results from each build
How you decided on materials to use/how to construct your filter
Lessons learned from build 1
Resources used - make sure to cite your sources using MLA format.
Should be engaging to rest of class
Exit Ticket: Group by group show me your new design sheet.
**I will dismiss clean and quiet tables.**
YOU WILL NEED
A writing utensil
Chromebook
TODAY'S OBJECTIVE
I can...
reflect on my first build to make improvements.
produce a detailed sketch of my build.
ASSIGNMENT/REMINDERS
Please bring a writing utensil and your Chromebook daily.
Build your Water Filter
Do Now (5 minutes): Sit with your group for the water filter project. Review the Rubric (grading scale) for the water filter project found on the Notes.
Group Instruction
Today's tasks...
Work through the Create Phase
Build your filter
Test the water before
Run water through your filter
Test the water after
Mark your results
TDS
Color
Smell
Turbidity
Reflect what changes you would make for your next build.
If you have time at the end of class, start to work on your presentation.
Reminder of Group expectations:
Work with people you can stay focused with (not get distracted)
Stay on task during class
Low volume level when working
Every group member must equally participate and contribute
Everyone's ideas matter and are good ideas when brainstorming
Be polite and respectful
Meet deadlines as a group
You will be assessing your group members at the end of the project
No switching groups
Exit Ticket: Group by group show me your reflection sheet and tell me your next steps.
**I will dismiss clean and quiet tables.**
YOU WILL NEED
A writing utensil
Chromebook
TODAY'S OBJECTIVE
I can...
build a DIY water filter.
reflect on the outcome to suggest improvements.
ASSIGNMENT/REMINDERS
Please bring a writing utensil and your Chromebook daily.
Water Filter Project!
Do Now (5 minutes): Sit with your group for the water filter project. Get right to work!
Group Instruction
Today's tasks...
Finish research DIY water filters, looking at:
Which materials are used
The amount of each material
The order of the materials
**Make sure to write down where you get your information from.**
Work through the Plan Phase
Make a detailed plan, writing out steps
Sketch out the design
If you have time at the end of class, start to work on your presentation.
Reminder of Group expectations:
Work with people you can stay focused with (not get distracted)
Stay on task during class
Low volume level when working
Every group member must equally participate and contribute
Everyone's ideas matter and are good ideas when brainstorming
Be polite and respectful
Meet deadlines as a group
You will be assessing your group members at the end of the project
No switching groups
Exit Ticket: Group by group show me your planning sheet and tell me your next steps.
**I will dismiss clean and quiet tables.**
YOU WILL NEED
A writing utensil
Chromebook
TODAY'S OBJECTIVE
I can...
design our DIY water filter.
explain the reasoning for the materials chosen.
ASSIGNMENT/REMINDERS
Please bring a writing utensil and your Chromebook daily.
Intro to Water Filter Project!
Do Now (5 minutes): Sit with your group for the water filter project. Look at your brainstorming notes and see what you can add.
Group Instruction
Look at your brainstorming notes, Write down/capture why you chose the design you did.
Today's tasks...
Research DIY water filters, looking at:
Which materials are used
The amount of each material
The order of the materials
**Make sure to write down where you get your information from.**
Work through the Plan Phase
Make a detailed plan, writing out steps
Sketch out the design
If you have time at the end of class, start to work on your presentation.
Reminder of Group expectations:
Work with people you can stay focused with (not get distracted)
Stay on task during class
Low volume level when working
Every group member must equally participate and contribute
Everyone's ideas matter and are good ideas when brainstorming
Be polite and respectful
Meet deadlines as a group
You will be assessing your group members at the end of the project
No switching groups
Exit Ticket: Group by group show me your planning sheet and tell me your next steps.
**I will dismiss clean and quiet tables.**
YOU WILL NEED
A writing utensil
Chromebook
TODAY'S OBJECTIVE
I can...
design our DIY water filter.
explain the reasoning for the materials chosen.
ASSIGNMENT/REMINDERS
Please bring a writing utensil and your Chromebook daily.
Intro to Water Filter Project!
Do Now: Grab your materials so we are ready to start on time!
Group Instruction
Review group assignments
Project requirements: 5 minutes
Working water filter
Presentation including MLA format for sources used
Today's tasks...
Work through the Ask phase 15 minutes
Write down your answers
Work through the Design phase
Brainstorm materials to use 15 minutes
Research DIY water filters 15 minutes
Reminder of Group expectations:
Work with people you can stay focused with (not get distracted)
Stay on task during class
Low volume level when working
Every group member must equally participate and contribute
Everyone's ideas matter and are good ideas when brainstorming
Be polite and respectful
Meet deadlines as a group
You will be assessing your group members at the end of the project
No switching groups
Exit Ticket: Group by group show me your planning sheet and tell me your next steps.
**I will dismiss clean and quiet tables.**
YOU WILL NEED
A writing utensil
Chromebook
TODAY'S OBJECTIVE
I can...
describe what our water filter project is.
explain the group expectations for the project.
ASSIGNMENT/REMINDERS
Please bring a writing utensil and your Chromebook daily.
Intro to Water Filter Project!
Do Now [5 min]: Jot down the items you think should be included in a DIY (do it or make it yourself) water filter.
Mix and Mingle [5 min]: Share out your thoughts with at least 3 people.
Group Instruction
Intro to Water Filter Project slides
Group expectations:
Work with people you can stay focused with (not get distracted)
Stay on task during class
Low volume level when working
Every group member must equally participate and contribute
Everyone's ideas matter and are good ideas when brainstorming
Be polite and respectful
Meet deadlines as a group
You will be assessing your group members at the end of the project
No switching groups
Group interest form
You may work on revising your quiz on Google Classroom with the extra time.
You may work on missing homework, Lexia, ALEKS math, and other silent work when you are finished.
**I will dismiss clean and quiet tables.**
YOU WILL NEED
A writing utensil
Chromebook
TODAY'S OBJECTIVE
I can...
describe what our water filter project is.
explain the group expectations for the project.
ASSIGNMENT/REMINDERS
Please bring a writing utensil and your Chromebook daily.
Quiz Day!
Do Now [5 min]: Grab your Science notebook and folder. Pull out your notes for the quiz.
Notes for the quiz:
I expect silence.
The quiz is on Google Classroom, please navigate there and let me know if you encounter any issues.
You should use your notes, papers in your folder, notes online.
Raise your hand if you have a question.
Eyes on your own computer.
Turn in your quiz online when you are finished.
You may work on missing homework, Lexia, ALEKS math, and other silent work when you are finished.
**I will dismiss clean and quiet tables.**
YOU WILL NEED
A writing utensil
Chromebook
TODAY'S OBJECTIVE
I can...
demonstrate my understanding of the engineering design process.
illustrate the comprehension of the water treatment process.
ASSIGNMENT/REMINDERS
Please bring a writing utensil and your Chromebook daily.
Review Day!
Do Now [5 min]: Review your notes and write down any questions you still have.
Share Out [5 min]: Review any questions.
Whole Group Instruction [40 min]:
We will have a Quiz tomorrow on the following topics:
Drinking Water Filtration
Sewage Water Treatment
Water Filters
Engineering Design Process
Waterborne Illness
Exit Ticket: Fist to 5 tell me how ready you are feeling for the quiz tomorrow.
Here are the Blooket links if you want to practice tonight:
https://play.blooket.com/play?hwId=6900d8aa5a7d4d207972c98a
https://play.blooket.com/play?hwId=6900d8818b5866d2ba3e1ffb
https://play.blooket.com/play?hwId=6900d8e82ca0eb43cf139b91
https://play.blooket.com/play?hwId=6900d90be61f59ff51b55d6f
https://play.blooket.com/play?hwId=6900d9315532ccaef561f56a
**I will dismiss clean and quiet tables.**
YOU WILL NEED
A writing utensil
Chromebook
TODAY'S OBJECTIVE
I can...
demonstrate my understanding of the engineering design process.
illustrate the ability to overcome challenges to the design plan.
ASSIGNMENT/REMINDERS
Please bring a writing utensil and your Chromebook daily.
Engineering Design Challenge - Lego Build!
Do Now [3 min]: Think about what is the hardest part of the Engineering Design Challenge for you? Why?
Ask
Imagine
Plan
Create
Improve
Share
6 Sections [5 min]: Go to the section of the room that corresponds to your biggest struggle. Talk with the members of this group and brainstorm how you can get stronger at this section.
Whole Group Instruction [40 min]:
Engineering Design Challenge
Materials:
Legos
Rules
Working with Table groups
Each group gets Legos
You must use all your pieces
You must build a recognizable structure out of your Legos.
Don't tell me what you're building!
You will be scored based on your design.
Reflection and Cleanup (10 min)
Reflection questions:
What were your team’s initial assumptions about the project?
How did your original plan have to change in order to accommodate unexpected modifications to the project?
Exit Ticket: Turn in your Exit ticket with team reflection.
**I will dismiss clean and quiet tables.**
YOU WILL NEED
A writing utensil
Chromebook
TODAY'S OBJECTIVE
I can...
demonstrate my understanding of the engineering design process.
illustrate the ability to overcome challenges to the design plan.
ASSIGNMENT/REMINDERS
Please bring a writing utensil and your Chromebook daily.
Design Engineering Challenge
Do Now [5 min]: On a blank sheet of paper, which I have at the front table, write the 6 steps to the Engineering process symbols.
Mix and Mingle [5 min]: Find someone whose name starts with the same letter as your first name or is closest to it.
Whole Group Instruction [40 min]:
Engineering Design
Form Teams 3 people max
Pick roles
Materials Manager
Reporter
Lead Engineer
Intro to Challenge slides
Materials:
15 straws
Length of tape
Rules
Tower must stand on its own
Cannot use more than 30 cm of tape
Must be freestanding
You will not get materials until you show me your design
Reflection questions:
What was your height goal? Did you meet it?
What made your team successful?
How could your team have worked better together?
What would have made this challenge better?
Exit Ticket: Turn in your Exit ticket with team reflection.
**I will dismiss clean and quiet tables.**
YOU WILL NEED
A writing utensil
Chromebook
TODAY'S OBJECTIVE
I can...
demonstrate my understanding of the engineering design process.
ASSIGNMENT/REMINDERS
Please bring a writing utensil and your Chromebook daily.
Engineering Design Continued
Do Now [5 min]: On a post-it note, write a simple everyday problem that could be solved with engineering design?
examples - forgetting things, spilling milk, etc.
Post your idea on the white board.
Whole Group Instruction [50 min]:
The Engineering Process review video (5 min)
Paper Plane Design Challenge - (15 min)
Engineering Design - Check for Understanding Assignment time due 10/22 (25 min)
Exit Ticket: Tell me how far you got on your assignment.
**I will dismiss clean and quiet tables.**
YOU WILL NEED
A writing utensil
Chromebook
TODAY'S OBJECTIVE
I can...
demonstrate my understanding of the engineering design process.
ASSIGNMENT/REMINDERS
Please bring a writing utensil and your Chromebook daily.
Engineering Design
Do Now [5 min]: Think of what you know about Engineers... write down everything that you know about Engineers
think about:
what they do
what they design
how they design
do you know any engineers
etc.
Mix and Mingle [3 min]: Share your total with at least 3 people your answers.
Share Out (5 min) Pick popsicle sticks for 5 people to share out an answer.
Whole Group Instruction [45 min]:
Engineering Design slides
Exit Ticket: Show me your Doodle Notes before you put them into your folder.
**I will dismiss clean and quiet tables.**
YOU WILL NEED
A writing utensil
Chromebook
TODAY'S OBJECTIVE
I can...
describe the six different steps for engineering design.
ASSIGNMENT/REMINDERS
Please bring a writing utensil and your Chromebook daily.
Intro to Water Filters Continued
Do Now [5 min]: Out of the water filters we discussed so far, which would you purchase for your home?
Mix and Mingle [3 min]: Share your total with at least 3 people your answers.
Share Out (5 min) Pick popsicle sticks for 5 people to share out an answer.
Whole Group Instruction [45 min]:
Intro to water filter slides continue
Venn Diagram Homework - Compare 2 different water filters - due Monday 10/20.
Exit Ticket: tell me one thing you learned about water filters
**I will dismiss clean and quiet tables.**
YOU WILL NEED
A writing utensil
Chromebook
TODAY'S OBJECTIVE
I can...
describe the different types of water filters, their uses and benefits.
ASSIGNMENT/REMINDERS
Please bring a writing utensil and your Chromebook daily.
Intro to Water Filters
Do Now [5 min]: Brainstorm What do you think makes one water filter better than another?
Mix and Mingle [3 min]: Share your total with at least 3 people your answers.
Share Out (5 min) Pick popsicle sticks for 5 people to share out an answer.
Whole Group Instruction [45 min]:
Exit Ticket: tell me one thing you learned about water filters
**I will dismiss clean and quiet tables.**
YOU WILL NEED
A writing utensil
Chromebook
TODAY'S OBJECTIVE
I can...
describe the different types of water filters, their uses and benefits.
ASSIGNMENT/REMINDERS
Please bring a writing utensil and your Chromebook daily.
Waterborne Illnesses
Do Now [5 min]: Brainstorm some illnesses that can be spread by contaminated water.
Mix and Mingle [3 min]: Share your total with at least 3 people your answers.
Share Out (5 min) Pick popsicle sticks for 5 people to share out an answer.
Whole Group Instruction [45 min]:
Save the Water
Exit Ticket: Share how far you got on the work packet.
**I will dismiss clean and quiet tables.**
YOU WILL NEED
A writing utensil
Chromebook
TODAY'S OBJECTIVE
I can...
list waterborne illnesses and how to prevent them.
ASSIGNMENT/REMINDERS
Please bring a writing utensil and your Chromebook daily.
Water Conservation
Do Now [5 min]: Complete Water Usge Worksheet.
Mix and Mingle [3 min]: Share your total with at least 3 people your answers.
Share Out (5 min) Pick popsicle sticks for 5 people to share out an answer.
The sticks are color coded based on period.
Red - Period 1
Orange - Period 2
Yellow - Period 6
Green - Period 7
Whole Group Instruction [45 min]:
Read Every Drop Counts aloud while the class follow along (10 minutes)
Independently work on the Every Drop counts work packet.
This will be due 10/15.
Exit Ticket: Share how far you got on the work packet.
**I will dismiss clean and quiet tables.**
YOU WILL NEED
A writing utensil
Chromebook
TODAY'S OBJECTIVE
I can...
list ways we can help reduce climate change.
describe what a carbon footprint is.
ASSIGNMENT/REMINDERS
Please bring a writing utensil and your Chromebook daily.
Climate Change continued
Do Now [5 min]: Write down 5 things you remember about what happens to our water when the climate gets warmer.
Mix and Mingle [3 min]: Share with at least 3 people your answers.
Share Out (5 min) Pick popsicle sticks for 5 people to share out an answer.
The sticks are color coded based on period.
Red - Period 1
Orange - Period 2
Yellow - Period 6
Green - Period 7
Whole Group Instruction [45 min]:
Carbon Footprint video (5 minutes)
Follow-up questions (10 minutes)
Calculate your carbon footprint (7 minutes)
Shower usage worksheet (10 minutes)
Play the Game! (10 minutes)
Exit Ticket: Turn in your shower usage worksheet.
**I will dismiss clean and quiet tables.**
YOU WILL NEED
A writing utensil
Chromebook
TODAY'S OBJECTIVE
I can...
list ways we can help reduce climate change.
describe what a carbon footprint is.
ASSIGNMENT/REMINDERS
Please bring a writing utensil and your Chromebook daily.
YOU WILL NEED
A writing utensil
Chromebook
TODAY'S OBJECTIVE
I can...
explain what global warming is.
describe what climate change affects.
list ways we can help reduce climate change.
ASSIGNMENT/REMINDERS
Please bring a writing utensil and your Chromebook daily.
Do Now [5 min]: Write down your favorite part of the field trip.
Whole Group Instruction [45 min]:
Drinking Water Problems
Sewage Treatment Facility Worksheet - Google Classroom - due 10/10
**I will dismiss clean and quiet tables.**
YOU WILL NEED
A writing utensil
Chromebook
TODAY'S OBJECTIVE
I can...
describe the problems that can be found in drinking water.
ASSIGNMENT/REMINDERS
Please bring a writing utensil and your Chromebook daily.
Do Now [5 min]:
Whole Group Instruction [45 min]:
Why is it important to take wastewater away after it is used?
What are the possible benefits of treating and purifying wastewater?
Describe the process of purification.
Imagine that the government decides to shut down the treatment plant for a city for lack of funds and wastewater enters the watershed. What scenario do you predict?
Discuss the ways in which ordinary citizens can help in keeping the amount of pollution in the wastewater under control.
**I will dismiss clean and quiet tables.**
YOU WILL NEED
A writing utensil
Chromebook
TODAY'S OBJECTIVE
I can...
describe the waste water treatment process.
ASSIGNMENT/REMINDERS
Please bring a writing utensil and your Chromebook daily.
YOU WILL NEED
A writing utensil
Chromebook
TODAY'S OBJECTIVE
I can...
describe the drinking water treatment process.
describe the waste water treatment process.
explain the differences between waste water and drinking water
ASSIGNMENT/REMINDERS
Please bring a writing utensil and your Chromebook daily.
Do Now [3 min]: Write down as many words as you can out of the word WATER.
Mix and Mingle [3 min]: Write the total number of words you found on the board.
Whole Group Instruction [30 min]:
Water Treatment History
Why do we filter our water?
Who does it affect?
Water Treatment Plant in action
Water Doodle Notes
**I will dismiss clean and quiet tables.**
YOU WILL NEED
A writing utensil
Chromebook
TODAY'S OBJECTIVE
I can...
explain the history of water treatment.
comprehend the amount of people without clean drinking water.
describe the water treatment process.
ASSIGNMENT/REMINDERS
Please bring a writing utensil and your Chromebook daily.
Do Now [5 min]: Brainstorm in your notebook what things you feel would work well for cleaning up pollution.
Debrief: At your table what things you thought would work best to clean up pollution.
Discuss Out with your tables [5 min]: Share with your table your answers.
This doesn't happen here right? WRONG!
How do they get cleaned up?
Lab [40 min]:
Lab Safety Review
Long hair up
Goggles
No eating/drinking
Materials:
You will have access to the same materials. You only are able to choose 3.
Cottons Balls (3)
Pipe Cleaners (2)
Plastic Spoon
Paper Towel
Feathers (2)
Plastic Straws (2)
Cotton Swabs (3)
Dawn Dish Detergent
Procedure:
The procedure will be read to you step by step.
Exit Ticket:
Turn in your lab report for grading. It will be due end of class.
**I will dismiss clean and quiet tables.**
YOU WILL NEED
A writing utensil
Chromebook
TODAY'S OBJECTIVE
I can...
understand the effects of water pollution, caused by runoff, on the surrounding environment and identify the most effective clean-up method.
ASSIGNMENT/REMINDERS
Please bring a writing utensil and your Chromebook daily.
Do Now [3 min]: Write down as many words as you can out of the word RECYCLE.
Mix and Mingle [3 min]: Write the total number of words you found on the board.
Whole Group Instruction [30 min]:
Discussion questions:
What do you see when you look at the landscape where you live?
What changes could be made by city planners to protect water quality?
What would encourage developers to leave more natural areas? What would be the economic impact?
Top 10 Sources of Water Pollution text and worksheet - due 10/3
**I will dismiss clean and quiet tables.**
YOU WILL NEED
A writing utensil
Chromebook
TODAY'S OBJECTIVE
I can...
explain the importance of landscaping for urban runoff.
lsit the top 10 sources of water pollution.
ASSIGNMENT/REMINDERS
Please bring a writing utensil and your Chromebook daily.
Do Now [5 min]:
If you were given water-cleaning superpowers for one day to help the Sheboygan River, what would your power be and how would you use it?
Write or draw in your notebook.
Mix and Mingle [3 min]: Share with at least 3 people your answers.
Share Out (5 min)
Whole Group Instruction [30 min]:
**I will dismiss clean and quiet tables.**
YOU WILL NEED
A writing utensil
Chromebook
TODAY'S OBJECTIVE
I can...
the main pollution concerns for Sheboygan.
provide examples of some of the main projects people are working on.
ASSIGNMENT/REMINDERS
Please bring a writing utensil and your Chromebook daily.
Do Now [5 min]:
See Think Wonder Activity:
What are the different materials you see? Do they all look the same?
What materials do you think will come from which source?
Toilet
Sheboygan River
Water Fountain
What do you wonder about for the lab?
Discuss Out with your tables [5 min]: Share with your table your answers.
Lab [40 min]:
Lab Safety Review
Long hair up
Goggles
No eating/drinking
Demonstration of water quality testing - Watch me first
dip the paper or testing device
watch for results
write down your observations
Each person is responsible for their own lab report
Lab Reflection (5 min) - page 2 of the lab report
Why is it important to treat water before we drink it? (Think about what your lab results showed).
When would you want to test water before drinking it?
Exit Ticket:
Turn in your lab report for grading. It will be due end of class.
**I will dismiss clean and quiet tables.**
YOU WILL NEED
A writing utensil
Chromebook
TODAY'S OBJECTIVE
I can...
test water samples using two different methods.
read the water testing results to determine safe drinking water levels.
ASSIGNMENT/REMINDERS
Please bring a writing utensil and your Chromebook daily.
Do Now [5 min]: What do you think of when you hear the word "pollution?"
Write or draw in your notebook.
Mix and Mingle [3 min]: Share with at least 3 people your answers.
Share Out (5 min)
Whole Group Instruction [30 min]:
**I will dismiss clean and quiet tables.**
YOU WILL NEED
A writing utensil
Chromebook
TODAY'S OBJECTIVE
I can...
explain the difference between point and non-point pollution.
provide examples of point and non-point pollution.
ASSIGNMENT/REMINDERS
Please bring a writing utensil and your Chromebook daily.
Notes for the quiz:
I expect silence.
Write your name and class period on your quiz right away.
You should use your notes, papers in your folder, notes online.
Raise your hand if you have a question.
Eyes on your own paper.
Turn in your quiz to me when you are finished.
You may work on missing homework, Lexia, ALEKS math, and other silent work when you are finished.
**I will dismiss clean and quiet tables.**
YOU WILL NEED
A writing utensil
Chromebook
TODAY'S OBJECTIVE
I can...
show my understanding of the material.
ASSIGNMENT/REMINDERS
Please bring a writing utensil and your Chromebook daily.
Do Now [5 min]: What was one thing you learned about water?
Review your notes and ask questions you still have.
https://play.blooket.com/play?hwId=68d3e356db14ae1062e4bf29
https://play.blooket.com/play?hwId=68d3e6304cce9fc33e45c397
https://play.blooket.com/play?hwId=68d3e653e165e4d919aa7d8e
https://play.blooket.com/play?hwId=68d3e6693a0389feee40b563
**I will dismiss clean and quiet tables.**
YOU WILL NEED
A writing utensil
Chromebook
TODAY'S OBJECTIVE
I can...
review my notes for the quiz.
ASSIGNMENT/REMINDERS
Please bring a writing utensil and your Chromebook daily.
Do Now [5 min]: What would you sacrifice to have clean drinking water?
Journal in your notebook.
Circle Up & Share Out [5 min]:
Each person will have the opportunity to share. If no one shares, I will pick popsicle sticks.
Whole Group Instruction [30 min]:
What do you think are the key measures in place to ensure our drinking water is safe?
Notes and Coloring activity
Time to work on Homework due by the end of the day.
Your summary will be due Tuesday by the end of the day.
**I will dismiss clean and quiet tables.**
YOU WILL NEED
A writing utensil
Chromebook
TODAY'S OBJECTIVE
I can...
Explain the role of the Environment Protection Agency (EPA) and the Safe Drinking Water Act (SDWA) in ensuring safe drinking water.
ASSIGNMENT/REMINDERS
Please bring a writing utensil and your Chromebook daily.
Do Now [5 min]: Brainstorm with your table on the question below.
"Why do you think clean drinking water isn't accessible to everyone and who is at greatest risk for unclean water?"
Write your groups top 3-5 reasons on a piece of paper and be ready to share out with the class.
Share Out [5 min]:
Each table will share out their reasons.
4 Corners Exercise [5 min]:
What do you think was wrong with the water in Flint?
polluted with sewage
polluted with oil
polluted with lead
there wasn't anything wrong
Whole Group Instruction [30 min]:
Slide show and video on the Flint, MI water crisis (below).
Independent Research [10 min]:
Independently: Research something about the Flint water crisis that you are still curious about. Write a brief summary to be emailed or physically turned in.
Exit Ticket: Tell me what you are researching for your summary.
Your summary will be due Tuesday by the end of the day.
**I will dismiss clean and quiet tables.**
YOU WILL NEED
A writing utensil
Chromebook
TODAY'S OBJECTIVE
I can...
Describe what the Flint water crisis was.
List effects of water crisis on people.
provide a basic timeline of the water crisis.
ASSIGNMENT/REMINDERS
Please bring a writing utensil and your Chromebook daily.
Do Now [10 min]:
Check your email and log into your PBS Learning Media account and complete the Cycling of Water assignment.
**Come join me in the circle up area when completed.**
Whole Group Instruction [40 min]:
Continue discussion on water quality indicators:
dissolved oxygen
nitrates
phosphates
temperature
bioindicators
Exit Ticket: Fist to Five rate your understanding of the water quality indicators we learned about today.
Turn in your lab report for grading. It will be due end of day Friday.
**I will dismiss clean and quiet tables.**
YOU WILL NEED
A writing utensil
Chromebook
TODAY'S OBJECTIVE
I can...
Describe the impacts of dissolved oxygen in water.
Explain what a nitrate is and their effects on water and humans.
Describe what phosphates are.
List things that effect the temperature of water.
Define what a bioindicator is and provide an example.
ASSIGNMENT/REMINDERS
Please bring a writing utensil and your Chromebook daily.
Do Now [5 min]: Review your notes on pH in your notebook.
See Think Wonder Activity:
What are the different materials you see?
What materials do you think will have higher pH?
What do you wonder about for the lab?
Discuss Out with your tables [5 min]: Share with your table your answers.
pH Review [5 min]:
What does pH stand for?
What does it measure?
Which numbers are acids?
Lab [35 min]:
Lab Safety Review
Long hair up
Goggles
No eating/drinking
Demonstration of pH testing - Watch me first
pH testing at lab table:
each person gets a turn
dip the paper
watch for color
write down your observations
Repeat for each substance
Lab Reflection (5 min) - Draw the ph Scale and map out your results
Exit Ticket:
Turn in your lab report for grading. It will be due end of day Friday.
**I will dismiss clean and quiet tables.**
YOU WILL NEED
A writing utensil
Chromebook
TODAY'S OBJECTIVE
I can...
Measure the pH of a substance.
Understand what the different colors mean relating to pH level.
I can write down my findings.
ASSIGNMENT/REMINDERS
Please bring a writing utensil and your Chromebook daily.
Do Now [5 min]: Quietly review your notes from yesterday by reading your summary.
Quick Jot:
What are two ways you use water before you get to school each day?
What ways have you used water that you have taken for granted
Mix and Mingle [3 min]: Share with at least 3 people your answers to how you use water before school and how you have taken it for granted.
Share Out (5 min)
Debrief [3 min]: What did we learn about yesterday?
We will continue notes using the Cornell method.
Whole Group Instruction [20 min]:
Why do we need Clean Water? - practice notes using Cornell method
practice notes together
Groundwater Coloring Activity
Exit Ticket:
Show me your notes that you took using the Cornell method. Revise your water cycle assignment.
**I will dismiss clean and quiet tables.**
YOU WILL NEED
A writing utensil
Chromebook
TODAY'S OBJECTIVE
I can...
Explain the key water quality indicators
ASSIGNMENT/REMINDERS
Please bring a writing utensil and your Chromebook daily.
Do Now [5 min]: Write down the following definitions in your science notebooks:
Groundwater: water that exists underground in saturated zones beneath the land surface
Wetlands are an area of land that is saturated with water, either permanently or seasonally.
Whole Group Instruction [20 min]:
Cornell Notes - Let's learn how to take effective notes!
Uses:
drinking water for over 50% of U.S. population - almost 100% of rural population
domestic, industrial and commercial purposes
irrigation of farmland
Common names for wetlands:
marshes, estuaries, mangroves, mudflats, ponds, fens, swamps, deltas, lagoons, bogs, and floodplains,
Uses:
water filters
flood and erosion control
providing food and homes for fish and wildlife
absorb excess nutrients, sediments, and other pollutants
Exit Ticket:
Show me your notes that you took using the Cornell method.
**I will dismiss clean and quiet tables.**
YOU WILL NEED
A writing utensil
Chromebook
TODAY'S OBJECTIVE
I can...
Able to demonstrate taking notes using the Cornell method
Describe groundwater and wetlands and the uses for both
ASSIGNMENT/REMINDERS
Please bring a writing utensil and your Chromebook daily.
YOU WILL NEED
A writing utensil
Chromebook
TODAY'S OBJECTIVE
I can...
Explain what a watershed is and its importance
ASSIGNMENT/REMINDERS
Please bring a writing utensil and your chromebook daily.
Do Now [5 min]: Look at the map and locate where you live. Write down on a post it note your name and the color that corresponds to where you live.
Put your post it note on the board under the color you had.
Debrief [5 min]:
This showed your "home middle school." There are also maps for where we source our water from, called watersheds.
Whole Group Instruction [20 min]:
Watersheds
Water table
Exit Ticket [15 min]:
Go to your email from me and set up your PBS Learning Media Account.
**I will dismiss clean and quiet tables.**
YOU WILL NEED
A writing utensil
Chromebook
TODAY'S OBJECTIVE
I can...
Explain what a watershed is and its importance
Describe water tables and what impacts the levels
ASSIGNMENT/REMINDERS
Please bring a writing utensil and your Chromebook daily.
The Urban Water Cycle
Do Now [5 min]: In your notebook, now that we discussed it yesterday, draw the water cycle and label it.
In your notebook, Write down the definition of the urban water cycle:
The process by which humans extract, process, distribute and consume water
Debreif (10 min)
Using the post its at your table, write down 1 thing that you know about the urban water cycle and 1 thing you want to know.
Whole Group Instruction [20 min]:
Urban Water Cycle
The Cost of Beef
**Reminder your homework The Water Cycle Worksheet will be due today by the end of the day.**
**I will dismiss clean and quiet tables.**
YOU WILL NEED
A writing utensil
Chromebook
TODAY'S OBJECTIVE
I can...
Describe the steps in the urban water cycle process.
ASSIGNMENT/REMINDERS
Please bring a writing utensil and your chromebook daily.
Do Now [5 min]: Draw what you remember of the water cycle in your notebook. If you do not know or remember, draw what you think it would be.
Debrief [8 min]:
[5 min] Mix and Mingle When I say mingle and chime the singing bowl, find someone to mingle with! Share your drawing then begin to mix again. We will change partners 3 times.
[5 min] Share Out After you are done mingling, find your seats.
Whole Group Instruction [20 min]:
Time to work on homework.
**Your homework The Water Cycle Worksheet will be due Friday by the end of the day.**
**I will dismiss clean and quiet tables.**
YOU WILL NEED
A writing utensil
Chromebook
TODAY'S OBJECTIVE
I can...
Describe the steps in the water cycle process.
ASSIGNMENT/REMINDERS
Please bring a writing utensil and your chromebook daily.
Do Now [7 min]: Write down the definitions below in your science notebook.
Salt Water - naturally occurring salty water, especially seawater, or water to which salt has been added
Salinity - a measure of the level of salt in water
Desalination - the process of removing salt from water
Why do you think humans should not drink salt water?
Debrief [8 min]:
[3 min] Mix and Mingle When I say mingle and chime the singing bowl, find someone to mingle with! Share your ranking then begin to mix again. We will change partners 3 times.
[5 min] Share Out After you are done mingling, find your seats. We will share out our ideas.
Whole Group Instruction [30 min]:
Ticket Out Lab [5 min]: For your Exit Pass, tell me one thing you learned about salt water.
**I will dismiss clean and quiet tables.**
YOU WILL NEED
A writing utensil
Chromebook
TODAY'S OBJECTIVE
I can...
Distinguish between salt water and fresh water.
Explain why humans cannot drink salt water.
Describe the desalination process
ASSIGNMENT/REMINDERS
Please bring a writing utensil and your chromebook daily.
Do Now [10 min]: Copy the two definitions below into your Science notebook.
suspended - Suspended material, such as soil and sediment, will gradually settle out of still water and can be removed by filtration.
dissolved - Dissolved material which includes ions and molecules, will stay in the water even if the water is totally still or is run through a filter.
*Look at the materials on the front table, we will be putting these in water. Please rank the order the materials will settle in your Science notebooks.
example:
1 - Salt
2 - Flour
etc.
Debrief [8 min]:
[3 min] Mix and Mingle When I say mingle and chime the singing bowl, find someone to mingle with! Share your ranking then begin to mix again. We will change partners 3 times.
[5 min] Share Out After you are done mingling, find your seats. We will share out our ranking ideas.
Activity [10 min]: Experiment Time!
Move to your lab table and bring something to write with.
You will see 4 glass beakers and materials on your table.
Watch me demonstrate how to pour the materials into the water and shake the beaker.
When I tell you to begin, pour the materials into the beakers and lightly shake.
We will record our observations every 2 minutes. I will keep track of the time for everyone. We will watch our beakers for 8 minutes total.
Clean Up (5 minutes) Time to clean up! Please take the two beakers and dump the liquid in the sink. Rinse out the beakers and return them to your lab table. Fill up the larger beaker with water from the sink.
Transition to your seats (15 minutes)
Let's talk about our lab!
We can see on the board what we predicted the order of settling materials.
Table by Table, tell me your results.
What does this tell us about the relationship between particle size and settling rate?
Ticket Out Lab [5 min]: For your Exit Pass, from fist to 5 (5 being highest), show me your understanding of the lab.
**I will dismiss clean and quiet tables.**
YOU WILL NEED
A writing utensil
Chromebook
TODAY'S OBJECTIVE
I can...
identify understand the relationship between particle size and rate of settling
follow lab safety directions
ASSIGNMENT/REMINDERS
Please bring a writing utensil and your chromebook daily.
Do Now [5 min]: Write down the 3 states of matter and an example for each.
Debrief [8 min]:
[3 min] Mix and Mingle When I say mingle and chime the singing bowl, find someone to mingle with! Share your three ideas then begin to mix again. We will change partners 3 times.
[5 min] Share Out After you are done mingling, find your seats. We will share out our
Whole Group Instruction [7 min]: Recall last week we looked at how particles behave and move.
We have seen what happens to particles in our three different states of matter. Now let’s behave like particles while you show me what you learned.
Come form a circle in the gather up area by the lab tables.
Solid stand close together and jiggle in place like this.
Liquid move a little further apart but still close but move around each other slowly
Gas spread out and move around at a fast walk pace
Now I will call out different matter states and I want you to model them.
Liquid
Gas
Solid
Gas
liquid
Whole Group Instruction [20 min]: Intro to Water
Quick Jot - 5 minutes -
Why are the Great Lakes so important?
What do you enjoy about the Great Lakes?
Debrief [5 min]:
Turn and Talk - When I sound the singing bowl, you will turn and talk to the students at your table about your thoughts.
Ticket Out Lab [5 min]: On your Exit Pass, Write down as many Great Lakes as you can.
**I will dismiss clean and quiet tables.**
YOU WILL NEED
A writing utensil
Chromebook
TODAY'S OBJECTIVE
I can...
identify how particles move in the three states of matter
discuss the importance of the Great Lakes
ASSIGNMENT/REMINDERS
Please bring a writing utensil and your Chromebook daily.
Do Now [5 min]:
**Do not touch the materials on your table.**
In your science notebooks, predict what will happen when we add food coloring to each beaker at your table. One beaker has room temperature water and one has cold water.
Will the dye act the same in both beakers? Why or why not?
Debrief [3 min]:
Table Talk Talk with the people at your table on your predictions.
Whole Group Instruction [10 min]: We will talk about what is water. Water, like everything, is made up of particles and they are always moving.
1 min Quick Jot on what the video was about.
1 min Quick Jot on what the video was about.
Do Now Debrief [5 min]:
Review predictions for the dye in the beakers.
Stand up if you predicted the beakers would look the same.
Stand up if you predicted the beakers would look different.
Who had any thoughts as to why the beakers behaved the way they did?
Whole Group Instruction [5 min]: Defining features of matter
All matter is made up of tiny particles called atoms and molecules
The particles attract each other, the greater the attraction, the closer the particles get
These particles are constantly in motion and bumping into eachother - the temperature of a substance is related to the speed at which the particles move.
Activity [10 min]: Experiment Time!
Have one member of your table group come get a food coloring bottle.
Wait for my directions.
When the timer sounds, record your findings on your lab tracker.
When the 5 minutes are done, I will instruct you to stir your water.
Record your observation.
Transition to the circle area in front of the lab tables. (10 minutes)
Let's talk about our lab!
Did the food coloring move faster in one cup?
What does this tell us about the particles in cold versus warm water?
What do you think is moving the dye?
Clean Up (5 minutes) Time to clean up! Please take the two beakers and dump the liquid in the sink. Rinse out the beakers and return them to your table.
Ticket Out [5 min]: On your Exit Pass, write down one thing that surprised you during this lesson and one thing that you think is happening at the particle level.
**I will dismiss clean and quiet tables. **
YOU WILL NEED
A writing utensil
Notebook and folder
Chromebook
TODAY'S OBJECTIVE
I can...
identify the safety rules for using the lab
ASSIGNMENT/REMINDERS
Please bring a writing utensil and your chromebook daily.
Do Now [5 min]: Brainstorm 3 lab safety rules that would apply in our science lab.
Debrief [8 min]:
[3 min] Mix and Mingle When I say mingle and flash the lights on and off, find someone to mingle with! Share your three ideas then begin to mix again. We will change partners 3 times.
[5 min] Share Out After you are done mingling, find your seats. We will share out our ideas on lab safety.
Whole Group Instruction [7 min]: We will explore the lab today and talk about lab safety.
2 min Quick Jot - Write at least 2 new rules you observed.
Activity [15 min]: Deeper dive into safety
Activity [10 min]: Science Interest Inventory
Take 10 minutes to complete the science interest inventory.
Activity [10 min]: Lab Scenarios
Ticket Out Lab "Contract" [5 min]: On your Exit Pass, Write the following and sign your name.
"I agree to follow the lab safety rules."
**I will dismiss clean and quiet tables. Please hand me your quick jot as you leave**
YOU WILL NEED
A writing utensil
Science Notebook and folder
Chromebook
TODAY'S OBJECTIVE
I can...
identify the safety rules for using the lab
ASSIGNMENT/REMINDERS
Please bring a writing utensil and your chromebook daily.
Do Now [5 min]: Grab a notecard and a marker as you enter! Please write on the notecard...
FRONT: Your Name in large letters and your class period (you can decorate it too)
BACK: Draw a symbol that represents something special about you or something you want the group to know about you!
Debrief [15 min]:
[3 min] Mix and Mingle Walk around the room with your notecard. When I say mingle and flash the lights on and off, find someone to mingle with! Share your name and why you drew your symbol on your card, then begin to mix again. We will change partners 3 times.
[12 min] Circle Up & Share Out After you are done mingling, help put the chairs into a circle. Each person will share out their name and their symbol with the group, and why it is important.
Transition [2 min]: How should we transition from one space to another?
After we have discussed, head back to your table seats! For today you can sit at any table, I will develop seating charts by the end of the week. Make sure you choose a seat where you can focus!
Whole Group Instruction [7 min]: When you hear science, what do you think of? What do you think are some of the main components of science?
2 min Quick Jot
5 min share out - I will call on people using our notecards!
Today we are going to explore the science classroom to see what the parts and pieces are and how we will function within the classroom on a day to day basis in order to explore different scientific concepts.
Activity [5 min]: Creative Hunt
Take 5 minutes to walk around the room, jotting down your observations through creative hunt thinking routine
What is the main purpose of the room?
What are the different parts of the room you noticed? You can be as specific as you would like.
What parts are especially unique or creative, specific to science?
Head back to your table and have each person share out one part of the room they jotted down and what they thought the purpose was.
I will count down from 5 when it is time to wrap up your conversations. Each table will then share out one observation from the room and we will discuss how this connects to the science classroom and it's purpose.
Ticket Out Quick Jot [5 min]: What is the purpose of science? Why do we study science? There is no right or wrong answer, just jot down your thoughts after our lesson today!
**I will dismiss clean and quiet tables. Please hand me your quick jot as you leave**
YOU WILL NEED
A writing utensil
TODAY'S OBJECTIVE
I can...
identify the different purposes of the science room
share something new about my classmates
ASSIGNMENT/REMINDERS
No assignment today, however please remember to bring a notebook and folder for science to class tomorrow! If you are unable to get one, please let me know.
Please bring a writing utensil and your chromebook daily.
