More Experiments

Learning Target: 

• I can design a controlled experiment using specific vocabulary

HOWLs Target: 

• I can self-assess to improve.

Agenda

• Warm-up: VARIABLES (2min)
• Paul and Peter wanted to know what gear would help them ski faster. Paul tried longer skis and Peter tried shorter skis and they raced to the snack shack at the bottom of the hill. 
• What is the independent variable in the experiment?
• What is the dependent variable?
• How could Paul and Peter have done the experiment better?
• experiment design
• the Simpsons' experiments
• cars and ramps
• How can you increase the energy in the system?

Homework:

• none

Experiment Design Intro (part 2)

Learning Target: 

• I can define and identify parts of a controlled experiment

HOWLs Target: 

• I can self-assess to improve.

Agenda

• Warm-up: CONSTANTS (2min)
• My boys want to know if a bigger bouncy ball will bounce higher than a smaller bouncy ball. What do they have to keep constant if they are going to do this experiment?
• experiment design
• card shuffle with vocabulary
• the Simpsons' experiments

Homework:

• none

but...it was in the paper

Learning Target: 

• I can identify parts of a controlled experiment

HOWLs Target: 

• I am prepared for learning

Agenda

• Warm-up: MATTER vs ENERGY (2min)
• Of the following identify one example of matter and one example of energy. Support your choices.
• cell
• apple
• movement
• gas
• sound
• class survey
• experiment design
• music and plant read through
• answer questions
• terms

Homework:

• none

Matter and Energy

Learning Target: 

• I can explain the difference between matter and energy and provide examples of each

HOWLs Target: 

• I am prepared for learning

Agenda

• Warm-up: Pretty Picture Friday (2min)
• Physical Science is the study of matter, energy, forces and motion, and waves. Identify examples of each of these topics in the following picture.
• 
  
• 
• Close-up view of lava streaming into the sea at the eastern Kamokuna ocean entry on Kīlauea. # HVO / USGS
• class names
•   Tesla
•   Wu
•   Curie
•   Feynman
• card sort
• categories
• notes
• class survey

Homework:

• none

Voting a Name

Learning Target: I can debate using claim, evidence, and reasoning

HOWLs Target: I demonstrate positive and kind behavior.

Agenda

• Warm-up: (2min)
• Give two examples of ways to respectfully disagree with someone.
• naming the class

• who's who
• collecting data (10min)
• what do we value?
• What character traits do you most admire about the scientists and why?
• What impact did the scientists have on others/society?
• top 3
• final choice
• claim, evidence paragraph
• class debate
• voting

HOWLs self assess

Homework:

• none

Class Name Claim

Learning Target: I can write a claim and support it with two pieces of evidence (use evidence poster)

HOWLs Target: I demonstrate positive and kind behavior.

Agenda

• Warm-up: (2min)
• What is a claim? Write an example of a claim.
• naming the class
• who's who
• collecting data (10min)
• what do we value?
• What character traits do you most admire about the scientists and why?
• What impact did the scientists have on others/society?
• top 3
• final choice
• claim, evidence paragraph
• voting

Homework:

• none

Class Names

Learning Target: I can collect research into an organized framework

HOWLs Target: I demonstrate positive and kind behavior.

Agenda

• Warm-up: (2min)
• If the goal of science is discovery, how do scientists (you) demonstrate positive and kind behavior?
• naming the class
• who's who
• collecting data
• what do we value?

Homework:

• none