Cars and Ramps Test

Learning Target: 

• I can collect and analyze data from a controlled experiment.

HOWLs Target: 

• I participate in my classroom and community.

Agenda

• Warm-up: RUNNING AN EXPERIMENT (2min)
• What are the constants for the car and ramp experiment?
• Check experiment set-up
• constants
• materials
• procedure
• data tables
• Roles
• materials (1a)
• recorder (2b)
• set-up and run (3a and 4b)
• Data analysis/scatterplot

Homework:

• none

Controlled Experiments

Learning Target: 

• I can identify the parts of a controlled experiment

HOWLs Target: 

• Using examples and criteria, I can self-assess to improve my work

Agenda

• Warm-up: PRETTY PICTURE WEDNESDAY (2min)
• My boys want to know if a bouncy ball will bounce higher in the morning than a bouncy ball in the afternoon. What do they have to keep constant if they are going to do this experiment?
• 
• A light on a dock illuminates the early morning fog on Hodgdon Island in Boothbay, Maine, on July 21, 2017. # Robert F. Bukaty / AP
• Plants Grow to ...
• Experiment Design Terms
• Simpsons experiments

Homework:

• none

Cars And Ramps

Learning Target: 

• I can design and run a controlled experiment

HOWLs Target: 

• Using examples and criteria, I can self-assess to improve my work

Agenda

• Warm-up: SYSTEMS (2min)
• Which of the following has more energy and explain how you know.
• a car not moving OR the same car moving
• a big truck moving OR a bicycle moving at the same speed
• a rock on the ground OR a rock on a shelf
• a pot of cold water OR a pot of boiling water
• a soccer ball falling from a plane OR a bowling ball falling off a house
• complete notes on matter and energy
• cars and ramps
• How can you increase the energy in the system?
• designing the experiment
• lab write-up
• collecting data

Homework:

• none

Matter And Energy intro

Learning Target: 

• I can define matter and energy and provide examples of each

HOWLs Target: 

• I cooperate with others by listening to their ideas and compromising

Agenda

• Warm-up: SYSTEMS (2min)
• How do you take notes from class or reading? Have you learned a system that works for you?
• class names
• Tesla
• Feynman
• Wu
• Curie  
• card sort
• categories
• Matter and energy reading
• organization of notes/notebooks
• matter and energy notes

Homework:

• none

Class Name #2

Learning Target: 

• I can argue a claim using evidence

HOWLs Target:

• I am prepared for learning by:
1. sitting with a notebook, a pencil, and any papers from earlier
2. writing the Learning Target
3. quiet

Agenda

• Warm-up: ACADEMIC (2min)
• How is an academic conversation/argument different from a non-academic conversation/argument?
• model of 2 conversations
• negotiate and clarify cards
• Scientist Notes worksheet
• conversation following model and using cards
• reflection
• voting

Homework:

• gather supplies (a notebook, a mess of pencils, a folder)

Wednesday Schedule: Experiment Design

Learning Target: 

• I can evaluate an experiment's design

HOWLs Target:

• I am prepared for learning by:
1. sitting with a notebook, a pencil, and any papers from earlier
2. writing the Learning Target
3. quiet

Agenda

• Warm-up: PRETTY PICTURE WEDNESDAY (2min)
• Find examples of matter, energy, waves, and forces and motion in the following photograph.
• 
• Physical Science pre-test
• what do we study in physical science
• Experiment design article

Homework:

• gather supplies (a notebook, a mess of pencils, a folder)

Class Names/Claims and Evidence

Learning Target: 

• I can collect information and use that information to make a claim

HOWLs Target:

• I keep working until the task is complete despite distractions

Agenda

• Warm-up: SCIENTISTS (2min)
• What characteristics or qualities should a scientists possess to have a positive impact on the world?
• for example: a soccer player should be quick, able to know where other players are on the field, a creative thinker
• naming the class
• who's who
• collecting data (10min)
• What do you value?
• What character traits do you most admire about the scientists and why?
• What impact did the scientists have on others/society?
• top 2
• claim
• evidence
• What Went Well? (WWW?)
• individual
• table group
• report out
• Strengths of class: Our class can ...

Homework:

• gather supplies (a notebook, a mess of pencils, a folder)