PHENOMENON OBJECTIVE:
Students will be able to explain what and how a Rube Goldberg Machine works and the science laws that make it possible.
10 October 2019
INITIAL ANSWER
OBJECTIVE: Students will share about what they know about a Rube Goldberg Machine
ASSIGNMENT: Students will write what they know about a Rube Goldberg Machine in their science journal, then share their answer with their team members. Students will then create a Team Initial Answer Poster to present to the class with their ideas.
OBJECTIVE: Students will share about what they know about a Rube Goldberg Machine
ASSIGNMENT: Students will write what they know about a Rube Goldberg Machine in their science journal, then share their answer with their team members. Students will then create a Team Initial Answer Poster to present to the class with their ideas.
11 October 2019
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MATERIALS NEEDED:
BEFORE DEMONSTRATION
In your Science Journal, draw a picture of a stack of wood blocks
Write down what you think will happen when a PVC pipe is used to hit the bottom block
AFTER DEMONSTRATION
Write down what you observed (be very detailed), and how it is similar or different than what you expected.
Demonstration #2 "Air Glider"
AFTER DEMONSTRATION
Write down in your journal why you think the glider keeps going without stopping; Do you think it will continue forever or will it stop? Explain why...
Demonstration #3 "The paper and the block"
Teams: You will be given a blank piece of paper and a block.
Determine who will do each of the following jobs:
Facilitator - Makes sure that everyone takes a turn at doing the activity and during the discussion.
Recorder - Checks to make sure that everyone has recorded every attempt.
Resource Manager - Is in charge of all of the materials - getting them from Mrs. Smith and returning them to Mrs. Smith
Reporter - Presents the team's findings to the class
Teams:
Teams:
1. Together think about and discuss the demonstrations and what you have observed, together answer these questions:
Imagine an object, like a block just sitting and resting.
- Science Journal
- Chromebook
- Pencil
- Other materials provided for Demonstration #3 and #4
BEFORE DEMONSTRATION
In your Science Journal, draw a picture of a stack of wood blocks
Write down what you think will happen when a PVC pipe is used to hit the bottom block
AFTER DEMONSTRATION
Write down what you observed (be very detailed), and how it is similar or different than what you expected.
Demonstration #2 "Air Glider"
AFTER DEMONSTRATION
Write down in your journal why you think the glider keeps going without stopping; Do you think it will continue forever or will it stop? Explain why...
Demonstration #3 "The paper and the block"
Teams: You will be given a blank piece of paper and a block.
Determine who will do each of the following jobs:
Facilitator - Makes sure that everyone takes a turn at doing the activity and during the discussion.
Recorder - Checks to make sure that everyone has recorded every attempt.
Resource Manager - Is in charge of all of the materials - getting them from Mrs. Smith and returning them to Mrs. Smith
Reporter - Presents the team's findings to the class
Teams:
- Each member of the team will attempt this task THREE (3) times each. EVERYONE will record what happened during each attempt made in their science journal. Create a table with one column that says NAME, and a Second Table that says WHAT HAPPENED.
- Position the paper near the edge of the table.
- Put the block in the center of the paper.
- Holding the edge of the paper, you will want to pull the paper straight out (not up, your pull should be level with the table) from underneath the block.
- After every member has done the task three times, the next person takes a turn. Be sure that you are recording what happens with each attempt at pulling the paper out from under the block.
- Now add another block to the center of the paper, pull out the paper from under the block. What happened? Why do you think what happened, happened?
- After each attempt, write down in your science journal what happened.
- Draw the experiment in your science journal and then explain what you did and why you think it happened.
Teams:
1. Together think about and discuss the demonstrations and what you have observed, together answer these questions:
Imagine an object, like a block just sitting and resting.
- What could you do to make it move?
- Would your action cause the speed of the object to increase, decrease, or remain the same? Explain your thinking.
- Now imagine there are two blocks - one with a very small block and one with a very large block.
- Which one of the blocks would have the least resistance to motion, why? Explain.
14 October 2019
CLASS STARTER:
Individually:
1. Get out your science journal and log into Socrative
2. Answer the following questions in Socrative - We will do Socrative LIVE and discuss our answers together:
MUST DO #1: Team Work - Stacking Cups Activity
Individually:
1. Get out your science journal and log into Socrative
2. Answer the following questions in Socrative - We will do Socrative LIVE and discuss our answers together:
- In the Whack-a-Stack demonstration, was the block at the base moved by a push or a pull?
- What objects were in contact during the push or the pull?
- When the base block was hit, did the other blocks move in the same direction as the base block? What direction did the base block move? What direction did the other blocks move?
- During the Paper and the Block demonstration, What objects were in contact during the push or pull?
- Was the paper pushed or pulled?
- What direction did the block move when the paper was moved?
MUST DO #1: Team Work - Stacking Cups Activity
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OBJECTIVE: Students will learn about the law of inertia
ASSIGNMENT: Stacking Cups and Inertia INSTRUCTIONS: 1. Teams will see who can make the largest stack of cups, with cards between them, then pull out the cards to get all the cards to stack into one stack. 2. Watch the video on the left to get an idea of what you are trying to accomplish. HINT: Do your best to keep your tower straight. 3. You have 15 minutes and can try as many times as you can during the 15 minutes. 4. Once the 15 minutes are done, stack your cups and cards. 5. Discuss with your team the following questions:
7. Together, explain how inertia worked in your Stacking Cups activity. 8. Write the answers to these questions in #5 in your science journal, along with your explanation from #7. 9. Show your science journal to Mrs. Smith to get your STAR! |
15 October 2019
"Newton's Triple Play"
MUST DO #2: Newton's Triple Play
OBJECTIVE: Students will begin to learn the concepts behind Newton's Three Laws of Motion
ASSIGNMENT: Students will complete "Newton's Triple Play on PBS LearningMedia
INSTRUCTIONS:
1. Go to www.pbsstudents.org
2. The images below will help you set up your PBS account. Click on an image to see the entire image.
3. Work through all 12 slides.
4. The 12th slide has instructions for writing a one-page essay on Newton's Laws of Motion. This will be your evidence for your STAR. Write your one-page essay in your science journal (this means your handwriting is easy to read) or type it up in Google Docs and submit it to CANVAS
OBJECTIVE: Students will begin to learn the concepts behind Newton's Three Laws of Motion
ASSIGNMENT: Students will complete "Newton's Triple Play on PBS LearningMedia
INSTRUCTIONS:
1. Go to www.pbsstudents.org
2. The images below will help you set up your PBS account. Click on an image to see the entire image.
3. Work through all 12 slides.
4. The 12th slide has instructions for writing a one-page essay on Newton's Laws of Motion. This will be your evidence for your STAR. Write your one-page essay in your science journal (this means your handwriting is easy to read) or type it up in Google Docs and submit it to CANVAS
16 October 2019
EdPuzzle Film Festival on Forces
MUST DO #3: EdPuzzle Film Festival on Forces
OBJECTIVE: Students will explore the concept of force and learn that there are more than one type of force
ASSIGNMENT: Students will complete 3 videos on Force in EdPuzzle
INSTRUCTIONS:
1. Go to EdPuzzle.com and watch the following videos: "What is Force?" "What Forces Are Acting on You?" "Newton's Laws: Crash Course #5"
2. Take Cornell Notes for each video. Your Cornell Notes will be your evidence for your STAR!
OBJECTIVE: Students will explore the concept of force and learn that there are more than one type of force
ASSIGNMENT: Students will complete 3 videos on Force in EdPuzzle
INSTRUCTIONS:
1. Go to EdPuzzle.com and watch the following videos: "What is Force?" "What Forces Are Acting on You?" "Newton's Laws: Crash Course #5"
2. Take Cornell Notes for each video. Your Cornell Notes will be your evidence for your STAR!
22 October 2019
Forces Reading
forces_reading.pdf | |
File Size: | 91466 kb |
File Type: |
MUST DO #4: "Forces" ReadingWe will be learning a bit more about FORCES by reading an article. Upload the article below into Notability. You will be highlighting, underlining, and circling words and phrases as you read through the article.
You will read the article with your partner, take turns reading one page at a time. While you read your partner should be looking for these words:
Highlight anything you found new or interesting. You will be sharing this information with your partner and your team members.
You will read the article with your partner, take turns reading one page at a time. While you read your partner should be looking for these words:
- motion
- distance
- reference point
- force
- contact force
- magnitude
- newton (N)
- net force
- balanced force
- unbalanced force
- Newton’s first law of motion
- Newton's second law of motion
- Newton's third law of motion
- inertia
- friction
Highlight anything you found new or interesting. You will be sharing this information with your partner and your team members.
23 October 2019
Phet: Forces and Motion
MUST DO #5: phET "Forces Simulation"Today we're going to use a simulation to learn more about "Push and Pull" motions - Forces
PROCEDURES:
1. Select “Net Force” at the beginning, not “Motion,” “Friction,” or “Acceleration.” This should open a screen like the one shown.
2. Explore the simulation to see what happens when you place models of people on either side of the cart and hit “Go!”
PROCEDURES
Trial 2: 2 Small-Sized Blue People
Trial 3: Different Numbers of Blue People
Image via PhET Interactive Simulations, University of Colorado Boulder, https://phet.colorado.edu. [CC BY 4.0]
First Try
Second Try
Trial 5: Different Numbers of Red People and Blue People
CONCLUSIONS
Reflection Questions - answer these questions in your science journal
PROCEDURES:
1. Select “Net Force” at the beginning, not “Motion,” “Friction,” or “Acceleration.” This should open a screen like the one shown.
2. Explore the simulation to see what happens when you place models of people on either side of the cart and hit “Go!”
- On each team (red team and blue team) there are 2 small-sized people, 1 medium-sized person, and 1 large-sized person.
- Each person can exert a set amount of force on the cart by pulling on the rope attached to the cart.
- The amount of force is reported in the unit of measure called a newton (N).
- The box in the upper right allows the simulation to show the sum of forces, values of forces, and speed.
PROCEDURES
- Click “Return”and select “Sum of Forces,” “Values,” and “Speed.”
- Place 1 small-sized blue personanywhere on the left side of the rope. Before pressing “Go!” Answer these questions:
- How much force can the small-sizedblue person exert on the cart? In what direction can the small-sized blue person exert force on the cart?
- The net forcethat can be applied to the cart is the sumof the forces applied. What is the net force that can be exerted on the cart? In what direction is the net force?
- Move the small-sized blue person to different places on the rope. Does the net force change?
- Make a prediction: What do you think will happen to the cart when you hit “Go!”?
- Click “Go!” Observe what happens to the cart.
- Does the cart move? In what direction?
- Each line on the speedometer represents one unit of speed. Does the speed of the cart increase, decrease, or stay the same? If the speed changes, by how much does the speed change?
- What happens when the cart hits the gray shape on the ground?
- Draw a diagram that represents the motion of the cart while the small-sized blue person exerts a force. Use arrows to represent the amount and direction of the force.
- Click “Return” and select “Sum of Forces,” “Values,” and “Speed.”
- Make sure you have a small-sized blue person anywhere on the left side of the rope.
- Click “Go!” and and watch the speed change. When the speedometer shows two units of speed, quickly take the small-sized blue person off the rope by selecting the person and returning it to the box below.
- Did the cart move? In what direction?
- Right before the person is removed, what is the net force on the cart? In what direction was this net force?
- As soon as you removed the person, what was the net force on the cart?
- What happened to the motion of the cart after the person was removed?
Trial 2: 2 Small-Sized Blue People
- Click “Return” to reset the simulation.
- Place 2 small-sized blue peopleanywhere on the left side of the rope. Before pressing “Go!” answer these questions:
- How much force force can each small-sized blue person exert on the cart? In what direction can each small-sized blue person exert force on the cart?
- What is the net force that can be exerted on the cart? In what direction is the net force?
- Move the small-sized blue people to different places on the rope. Does the net force change?
- Make a prediction: What do you think will happen to the cart when you hit go?
- Click “Go!” Observe what happens to the cart.
- Does the cart move? In what direction?
- Does the speed of the cart increase, decrease, or stay the same? If the speed changes, by how much does the speed change?
- What happens when the cart hits the gray shape on the ground?
- Draw a diagram that represents the motion of the cart while the small-sized blue people exert force. Use arrows to represent each individual force. Indicate the net force applied.
- Click “Return” to reset the simulation.
- Place 2 small-sized blue people anywhere on the left side of the rope.
- Click “Go!” and and watch the speed change. When the speedometer shows two units of speed, quickly take both the small-sized blue peopleoff the rope by selecting the people and returning them to the box below.
- Does the cart move? In what direction?
- Right before the people are removed, what is the net force on the cart? In what direction is this net force?
- As soon as the people are removed, what is the net force on the cart?
- What happens to the motion of the cart after the people are removed?
Trial 3: Different Numbers of Blue People
- Place different numbers of blue people anywhere on the left side of the rope.
- Experiment with ways to get the cart to move.
- Record your procedures and results. Write down the number of people on the left side, where on the left side you positioned them, and what happened to the cart. You should have a minimum of 4 variations recorded.
Image via PhET Interactive Simulations, University of Colorado Boulder, https://phet.colorado.edu. [CC BY 4.0]
First Try
- Click “Return” to reset the simulation.
- Place 1 medium-sizedblue personanywhere on the left side of the rope. Place 2 small-sized redpeople anywhere on the right side of the rope. Before hitting “Go!” answer these questions:
- How much force can each person exert on the cart? In what direction can the blue person exert this force? In what direction can each small-sized redpersonexert this force?
- What is the net forcethat can be applied to the cart?
- Move the medium-sizedblue personand small-sized redpeopleto different places on the rope. Does the net force change?
- Make a prediction: What do you think will happen to the cart when you hit “Go!”? Include speed and direction in your response prediction.
- Click “Go!”Observe what happens to the cart.
- Does the cart move? In what direction?
- Does the speed of the cart increase, decrease, or stay the same? If the speed changes, by how much does the speed change?
- Draw a diagram that represents the motion of the cart while the medium-sized blue person and two small-sized red people exert force. Use arrows to represent each individual force. Indicate the net force applied.
Second Try
- Click “Return”and select “Sum of Forces,” “Values,” and “Speed.”
- Place 1 medium-sized blue personanywhere on the left side of the rope. Place 1 medium-sized red person anywhere on the right side of the rope.
- Click “Go!”After clicking go, take one person off the rope by selecting the person and returning the person to the box below.
- Describe what happens to the motion and speed of the cart,
- Click “Return” to reset the simulation.
- Place 1 medium-sized blue personanywhere on the left side of the rope and 2 small-sized redpeopleon the right side of the rope. Describe what happens to the motion and speed of the cart for changes a–d.
- Click “Go!”
- Take 1 small-sized red person off the rope by selecting the person and returning the person to the box below. Observe how the motion changes.
- Add 1 medium-sized red person anywhere on the rope. Leave the person there. Observe what happens.
- Remove the last small-sized red person. Observe the motion and note the sum of forces—the net for
Trial 5: Different Numbers of Red People and Blue People
- Place different numbers of red people and blue people anywhere on the rope.
- Experiment with different ways to get the cart to move in one direction and then the other direction without hitting the gray stoppers.
- Record your procedures and results. Write down the number of people on the left side and the number of people on the right side, where on the left side and right side you positioned them, and what happened to the cart. You should have a minimum of 4 variations recorded.
CONCLUSIONS
Reflection Questions - answer these questions in your science journal
- What is meant by net force? How does net force relate to motion?
- In the simulation, were the forces exerted on the cart pushes or pulls?
- In the simulation, what objects were in contact during the push or pull?
- In the simulation, when the cart was not moving and balanced forces were applied to the cart, what happened to the motion of the cart?
- In the simulation, when the cart was not moving and unbalanced forces were applied to the cart, what happened to the motion of the cart?
- In the simulation, when the cart was moving and balanced forces were applied to the cart, what happened to the motion of the cart?
- In the simulation, when the cart was moving and unbalanced forces were applied to the cart, what happened to the motion of the cart?
IMPORTANT NOTE TO STUDENTS:
Dear Students:
I have been asked by Mr. Howe to attend a conference this week, so I will be out of class on Monday, Tuesday, and Wednesday. I am asking you to be your best selves. Be helpful, attentive, and kind to the guest teacher and follow instructions. It is important that you complete your work in preparation for starting our plans to build our Rube Goldberg Machines. To qualify to build a machine you must have your MUST DOS completed, have a solid building plan as an individual as well as a team (we will do planning when I return). Those students who do not have their MUST DOS completed will be given an alternative assignment that is not as fun as building a Rube Goldberg Machine. Think of it this way, if you were a NASA engineer that didn't do their work, would you be chosen to work on the next rocket building team? So we need everyone doing what is necessary to be Rube Goldberg Machine Builders.
Oh, and one more thing, your behavior goal is to make it onto the Guest Teacher's Good List. Those making it on their list will receive 100 crazy points per day. I have a big list from last Thursday - Thank you! And yes, there is an alternative list for those who made it on the Behavior Needs Improving List - those will be getting a significant consequence and will be writing letters of apology for their actions. Let's be sure not to be on that list. Remember you are here to build the you of the future and to learn all you can. BE YOUR BEST!
See you on Thursday!
:) Mrs. Smith
I have been asked by Mr. Howe to attend a conference this week, so I will be out of class on Monday, Tuesday, and Wednesday. I am asking you to be your best selves. Be helpful, attentive, and kind to the guest teacher and follow instructions. It is important that you complete your work in preparation for starting our plans to build our Rube Goldberg Machines. To qualify to build a machine you must have your MUST DOS completed, have a solid building plan as an individual as well as a team (we will do planning when I return). Those students who do not have their MUST DOS completed will be given an alternative assignment that is not as fun as building a Rube Goldberg Machine. Think of it this way, if you were a NASA engineer that didn't do their work, would you be chosen to work on the next rocket building team? So we need everyone doing what is necessary to be Rube Goldberg Machine Builders.
Oh, and one more thing, your behavior goal is to make it onto the Guest Teacher's Good List. Those making it on their list will receive 100 crazy points per day. I have a big list from last Thursday - Thank you! And yes, there is an alternative list for those who made it on the Behavior Needs Improving List - those will be getting a significant consequence and will be writing letters of apology for their actions. Let's be sure not to be on that list. Remember you are here to build the you of the future and to learn all you can. BE YOUR BEST!
See you on Thursday!
:) Mrs. Smith
28 October 2019
EdPuzzle Film Festival - Still at a Chromebook Theatre Near You! - Must Do #3
It appears that only 2 or 3 students from each class have begun the film festival - so today is closing day for the Film Festival and we need EVERYONE to view all of these films: "Newton's Laws: Crash Course Physics #5" (available in lots of languages - click on the CC at the bottom right), "What is Force?", "What forces are acting on you?" and a new video added to the list "Motion: Crash Course Physics #1 (available in lots of languages - click on the CC at the bottom right)
STUDENT LEARNING OBJECTIVE: Students will gain a solid understanding of Newton's Laws and how motion works. Students will obtain definitions for key words critical to understanding motion.
ASSIGNMENT: Students will view all four videos and take Cornell Notes for each of the videos.
INSTRUCTIONS:
1. Login to your Chromebook and get out your earbuds (if you do not have earbuds - listen quietly at your seat)
2. Get two 2-sided Cornell Notes Forms ( you will use one side for each film)
3. Go to EdPuzzle.com and watch all four films, answering questions along the way and taking notes. Don't forget you can pause and rewind the video whenever you like. Write down all keywords and their definitions. It will help you with your assignment tomorrow.
4. At the end of class, give your Cornell Notes, with your name on your papers, to the guest teacher.
STUDENT LEARNING OBJECTIVE: Students will gain a solid understanding of Newton's Laws and how motion works. Students will obtain definitions for key words critical to understanding motion.
ASSIGNMENT: Students will view all four videos and take Cornell Notes for each of the videos.
INSTRUCTIONS:
1. Login to your Chromebook and get out your earbuds (if you do not have earbuds - listen quietly at your seat)
2. Get two 2-sided Cornell Notes Forms ( you will use one side for each film)
3. Go to EdPuzzle.com and watch all four films, answering questions along the way and taking notes. Don't forget you can pause and rewind the video whenever you like. Write down all keywords and their definitions. It will help you with your assignment tomorrow.
4. At the end of class, give your Cornell Notes, with your name on your papers, to the guest teacher.
29 October 2019
Rube Goldberg Vocab - Must Do #6
STUDENT LEARNING OBJECTIVE: Students will review the terms necessary to know to be able to explain the workings of a Rube Goldberg Machine
ASSIGNMENT: Students will define keywords
INSTRUCTIONS:
1. Students will need 4 Vocab Forms (4 cards per sheet)
2. Students will complete one card per word for each the words on the word list below.
3. Students will turn in their Vocab Forms to the guest teacher for review. Vocab cards will be returned to students prior to the Final Answer.
WORD LIST:
ASSIGNMENT: Students will define keywords
INSTRUCTIONS:
1. Students will need 4 Vocab Forms (4 cards per sheet)
2. Students will complete one card per word for each the words on the word list below.
3. Students will turn in their Vocab Forms to the guest teacher for review. Vocab cards will be returned to students prior to the Final Answer.
WORD LIST:
- force (physics definition)
- magnitude (physics definition)
- newton (N)
- net force/sum of forces
- balanced force
- unbalanced force
- Newton’s first law of motion
- inertia
- friction
- lever
- inclined plane
- screw (as in simple machine)
- mass
- weight
- reaction (physics definition)
- momentum
30 October 2019
Simple Machine Game and "I Can find..."
STUDENT LEARNING OBJECTIVES:
1. Log in to your Chromebook
2. Go to: https://www.msichicago.org/play/simplemachines/
3. Spend 15 minutes playing this simple machine game - as you watch the game write down the information about each part in your science journal.
4. Go to the next left hand page of your journal. Title it "Simple Machines" See the example to the left of what I would expect to see you write down and draw in your science journal. The guest teacher will time the game.
5. Show the guest teacher your science journal notes from the game.
6. Now go to "Jason Paul's Human-Powered Freerunning Machine" and watch it through one time.
7. Next watch the same video a second time. This time you will be searching for examples of each of the simple machines you have learned about as well as when you see any of Newton's Laws of Motion at work. This will be great practice for building your own Rube Goldberg machine and being able to identify the same information in your machine.
8. Use the worksheet to record your findings.
- Students will explore how simple machines work
- Students will demonstrate understanding of simple machines and the three Newton's Laws of Motion
- Students will play the simple machines game for 15 minutes
- Students will watch a video of a Rube Goldberg Machine and identify the types of simple machines used and where Newton's Laws of Motion take place.
1. Log in to your Chromebook
2. Go to: https://www.msichicago.org/play/simplemachines/
3. Spend 15 minutes playing this simple machine game - as you watch the game write down the information about each part in your science journal.
4. Go to the next left hand page of your journal. Title it "Simple Machines" See the example to the left of what I would expect to see you write down and draw in your science journal. The guest teacher will time the game.
5. Show the guest teacher your science journal notes from the game.
6. Now go to "Jason Paul's Human-Powered Freerunning Machine" and watch it through one time.
7. Next watch the same video a second time. This time you will be searching for examples of each of the simple machines you have learned about as well as when you see any of Newton's Laws of Motion at work. This will be great practice for building your own Rube Goldberg machine and being able to identify the same information in your machine.
8. Use the worksheet to record your findings.
31 October 2019
What Have You Learned and How Does It Apply to the Phenomenon
STUDENT LEARNING OBJECTIVE:
Students will combine the information and knowledge they have learned through EdPuzzle, readings, activities and simulations to categorize what they have learned so far that will help them answer the phenomenon question.
ASSIGNMENT:
Students will complete the "What Have I Learned and How Does It Apply" Form
INSTRUCTIONS:
1. Gather together all of your Cornell notes, notes and information you have recorded in your science journal, and what you have learned from simulations (in your head and on your worksheets).
2. Start going through what you have and categorize your information under each of the "I can" headings on the "What Have I Learned and How Does It Apply" form.
3. Once you have applied all of the information onto the form, rate your self in terms of where you are on your understanding level and if you were to write your Final Answer tomorrow, how do you think you would do.
4. Turn the "What Have I Learned and How Does It Apply" form into Mrs. Smith.
5. Complete any of the previous assignments that you have yet to complete.
Students will combine the information and knowledge they have learned through EdPuzzle, readings, activities and simulations to categorize what they have learned so far that will help them answer the phenomenon question.
ASSIGNMENT:
Students will complete the "What Have I Learned and How Does It Apply" Form
INSTRUCTIONS:
1. Gather together all of your Cornell notes, notes and information you have recorded in your science journal, and what you have learned from simulations (in your head and on your worksheets).
2. Start going through what you have and categorize your information under each of the "I can" headings on the "What Have I Learned and How Does It Apply" form.
3. Once you have applied all of the information onto the form, rate your self in terms of where you are on your understanding level and if you were to write your Final Answer tomorrow, how do you think you would do.
4. Turn the "What Have I Learned and How Does It Apply" form into Mrs. Smith.
5. Complete any of the previous assignments that you have yet to complete.
what_i’ve_learned_and_how_does_it_apply_7th.docx | |
File Size: | 15 kb |
File Type: | docx |
4 November 2019
Ketchup Day/Workshops
STUDENT LEARNING OBJECTIVE:
Students will finish up work and fill in any holes they have when it comes to understanding energy
ASSIGNMENTS:
1. FINISH WORK Students have been given their work back with feedback today. Finish whatever hasn't been finished. This will help a lot with adding to your current level of understanding when it comes to energy and how it is transferred. While finishing your work think about how does this help me understanding energy and energy transfer.
2. WORKSHOPS If you are stuck on a concept or need help with an assignment - Mrs. Smith will be doing small groups on each of the assignments and major concepts during class. Participate where you need help!
Students will finish up work and fill in any holes they have when it comes to understanding energy
ASSIGNMENTS:
1. FINISH WORK Students have been given their work back with feedback today. Finish whatever hasn't been finished. This will help a lot with adding to your current level of understanding when it comes to energy and how it is transferred. While finishing your work think about how does this help me understanding energy and energy transfer.
2. WORKSHOPS If you are stuck on a concept or need help with an assignment - Mrs. Smith will be doing small groups on each of the assignments and major concepts during class. Participate where you need help!