Page 1:
8-25(A)
Science Prospectus Lesson
Objective: I will demonstrate knowledge of the Science Classroom and Curriculum and class expectations
by highlighting the main ideas in the course prospectus.
Lesson Focus: Class discussion and interaction regarding the Science Curriculum and class procedures
and expectations.
Essential Question: What do you think would be expectations in the sixth grade Science Class?
Think Globally: What would it be like if there were no rules and expectations established?
Think critically: What do you think your role is in this class?
Warm Up:Read the following questions and write the answer on your paper under today's objective.
1. Write a list of 7-10 words that you feel represent or relate to science and explain how they relate.
2. Describe at least one event that happened this year and explain how it relates to science. Use some of
your words when you write your description.
Agenda/Instruction
1.Discuss Class procedures and expectations.
2. Discuss the prospectus and highlight the main ideas.
Homework:
Bring Back Signed Prospectus
Page 2:
8-27(A)
Science Prospectus Lesson Part 2
Objective: I will strengthen my knowledge of the Science Classroom and Curriculum and class
expectations reviewing and reflecting on the main ideas in the course prospectus.
Lesson Focus: Class discussion and interaction regarding the Science Curriculum and class procedures
and expectations.
Essential Question: What do you think would be expectations in the sixth grade Science Class?
Think Globally: What would it be like if there were no rules and expectations established?
Think critically: What do you think your role is in this class?
Warm Up:
1. What was the best science project/experiment you have ever done? What would be one you would like
to do? (Be Realistic)
2. What is your favorite thing about science and why?
3. What is the room # of our classroom?
4. When is Ms. Swanson's tutoring?
Agenda/Instruction
1. Review Class procedures and expectations.
2. Students-Write at least one important fact about each Bold Faced section of your prospectus on to a
piece of notebook paper.
3. Deepen understanding of science notebook layout.
Homework:
1. If not already done: Parents-read and sign the prospectus.
Page 3
8-29 (A)
Safety Rules Lesson
Objective: I will demonstrate understanding of safety by reviewing safety rules and identifying ?unsafe
practices using a safety cartoon.
Lesson Focus: Investigate the importance of following proper procedures in a Science Lab.
Essential Question: What are some consequences of not following proper procedures in a Science Lab?
Think Globally: Do you think Scientists around the world have established rule that they follow?
Think Critically: Apply lab Procedures to every day life. How could you use what is learned about Science
Lab safety to every day life?
Warm Up: Answer the questions below in complete sentences.
1. Why is it important to be safe in Science class? Be sure to explain your answer.
2. Choose 2 pieces of safety equipment and explain their purpose.
Classwork:
1. Complete warm up/ discuss
2. Continue reviewing prospectus/class rules/procedures/set up notebook
3. Discuss Safety Rules: Students highlight rules discussed in class. Explain eye wash, chemical shower,
broken glass container and ?location of fire extinguisher, safety blanket. Also electrical safety, spills,
goggle use and smelling chemicals.
4. Safety Cartoon-with your group,list at least 10 safety violations from the cartoons in your notebook
5. Safety First-Individually, describe the unsafe practice in each picture if there is one.
Homework:
1. Top 10 Safety Rules (back of safety rules sheet)
2. Get your safety contract signed by your parents.
Page 4
9-3 (A)
Safety Rules Lesson Day 2
Objective: I will demonstrate understanding of safety by reviewing safety rules and identifying unsafe
practices on a quiz
Lesson Focus: Investigate the importance of following proper procedures in a Science Lab.
Essential Question: What are some consequences of not following proper procedures in a Science Lab?
Think Globally: Do you think Scientists around the world have established rule that they follow?
Think Critically: Apply lab Procedures to every day life. How could you use what is learned about Science
Lab safety to every day life?
Warm Up: Write out 2 safety rules and explain why they are important.
Classwork:
1. Complete warm up/ discuss
2. Review and discuss the Top Ten Safety Rules worksheet from homework.
3. Review lab safety rules by working with a partner to highlight the main ideas for the safety rules worksheet.
4. Safety Quiz
5. Show class the online textbook and how to access it.
Homework:
None
Page 5
9-5 (A)
Diving In Day 1
Objective: Students are introduced to"The Book Support Challenge" and begin to determine and organize the
criteria and ?constraints of this challenge.
Essential Question:Why are criteria and constraints important in design?
Thinking Critically: Why is it important to work effectively
together in order to build or design something?
Think Globally: Think how you will be able to apply these skills to every day life.
Warm Up: 1. Explain the proper procedure for smelling a chemical.
2. What should you do if you break a glass beaker in the ?science lab?
3. If you are heating a chemical, what safety equipment ?should you be wearing?
4. Is it ever appropriate to eat or drink out of science ?equipment? Why or why not?
5. If you have long hair or a long necklace on, what should ?you do before an experiment?
Classwork: Diving In LS 1.1
Definitions of criteria and constraint
Homework: Imagine it is 3:00 pm and you just got home from school. You have a pet dog that needs to go out
for a walk and be fed before it gets dark at 6:00 pm. You also have estimated that you have three hours of
homework/studying to do and it must be done by 7:00 pm. Your challenge is to get it all done. List the criteria
and constraints of this challenge. Then write your plan for meeting this challenge.
Page 6
9-9(A)
Objective: I can design and create a book-support using update criteria and constraints and knowledge of
structures.
Essential Question: Why is it important to update your criteria and constraints as you continue iterations of
design?
Thinking Critically: How can you use iterations in everyday life?
Why is it important to do iterations in science?
How do iterations lead to a better solution?
Think Globally: Do you think that scientists across the world follow the same procedure for updating their
designs? Why or why not?
Warm Up: Read Pg. 18 and answer the first two reflect questions.
Classwork: Update criteria and constraints
-Design a better book-support
-New criteria and constraints
-Solution Expo
Homework: Answer the Reflect Questions on Pg 22
Page 7
9-11(A)
Objective: I can reflect upon my practices as a scientist and relate my experience to help answer the Big
Question.
Essential Question: How do scientists work together to solve a problem?
Thinking Critically: Why do we need to reflect after an investigation?
Why is it important to reflect after any learning?
How do scientists work together to solve a problem?
Think Globally: Do scientists around the world work together? How does that work with so many different
languages and cultures?
Warm Up: If you had to explain to a student who was absent what you learned in the Learning Set, what would
you tell them?
Classwork: Review the learning set
Return to the Big Question
IDEO video
Homework: None
Page 8
9-15
Objective: Students will carry out an investigation which will lead to them identifying factors that could cause variation in their results.
Essential Question: Why it important that uniform procedures and measures are needed to confirm reliability of results in scientific investigations?
Critical Thinking: What would happen if each group worked with different procedures and did not communicate or collaborate when doing and investigation?
Think Globally: Do you think scientists all over the world should follow like procedures or different procedures when conducting investigations?
Classwork: Read the Sandwich-Cookie Challenge. Design an investigation. Carry out the investigation. Record and analyze your results. Share with the class.
Homework: None
Page 9
9-17
Objective: I can analyze and interpret data collected from an investigation using a line graph. I can design and run an investigation to limit the amount of variability in my results.
Essential Question: Why is it important to eliminate variability when performing investigations and experiments.
Critical Thinking: How do you think business eliminate variability in the data that they collect?
Think Globally: Do you think there are any global factors that affect variability? Why or why not?
Classwork: Redesign investigation as a class. Conduct investigation and collect the results from the class.
Homework: Pg. 30 Reflect questions.
Page 10
9-19
Objective: Students will predict and understand how things fall and the forces that act on a falling object.
Essential Question: What factors affect the way an object falls?
Critical Thinking: What would happen in you dropped items in an area where there was no air resistance?
Think Globally: Of what use could this knowledge serve for people around the world?
Classwork: Read the Whirligig Challenge. Watch and record observations about the teacher demonstration. Mess about with a whirligig. Begin planning your investigation.
Homework: Finish the Whirligig Planning Page
Page 11
9-23
Objective: I can create a procedure for investigating the effects of mass and surface area on the falling speed of a whirligig. I can execute my procedure and collect and interpret the data.
Essential Question: Why is it important to organize our procedure and data collection process?
Critical Thinking: How do you think business standardize the processes they use?
Think Globally: Do you think there are any global factors that affect how investigation processes are created? Why or why not?
Classwork: Finish creating the investigation procedure. Conduct you investigation. Collect and interpret your data. Create a claim.
Page 12
9-25
Objective: I can summarize the investigation I did by answering a series of questions with my group. I can analyze what other groups did by reading about their work. I can compare and contrast the procedures to determine what would work well next time.
Essential Question: Why is it important to share out procedure and data collecting process?
Critical Thinking: What are some effective ways of sharing results? Why is this important?
Think Globally: Do you think there are any global factors that affect how investigation processes are shared? Why or why not?
Classwork: Complete an Investigation Expo. Answer section 3.3 Reflect questions.
Homework: None
Page 13
9-29
Objective: I can create an explanation using the data from the investigation and the science knowledge I have learned. I can evaluate my explanation and relate it to the challenge.
Essential Question: Why is it important to create an explanation for what we have investigated?
Critical Thinking: Why is each part of the explanation important?
Think Globally: Do you think there are any differences in the explanations created by scientists around the world? Why or why not?
Classwork: Read about explanations. Create and share your explanation.
Homework: Write a short letter to the president of the cereal company with a recommendation for the whirligig.
Page 14
10-1
Objective: I can create Frayer Models to understand the vocabulary terms. I can create an investigation for a new challenge using the design criteria we used for the Whirligig Challenge.
Essential Question: Do I understand everything I need to in order to be successful on my test?
Critical Thinking: Why is it important to include all of the steps of an investigation design?
Think Globally: None
Classwork: Create a study consisting of frayer models for vocabulary and an investigation design.
You have learned a bit about how things fall. You will continue learning about how things fall, but this time you will be designing parachutes. The cereal company took your advice about the whirligig changes. The changes to the whirligig made the toy more fun for children. As a result, the company sold more cereal. Now the company is back again for advice because they trust your input.
They want to place another fun toy inside the cereal box. This toy also involves something falling slowly to the ground – a parachute. The toy is free. Therefore, the cost of the toy to the cereal company must be very low. They want you to make the parachutes out of simple materials. They suggest coffee filters. Also, the slower the parachute falls, the more fun the toy will be. Your challenge is to design, test, and construct a parachute from coffee filters that will fall as slowly as possible.
Use the investigation design on Pg. 44 as your guide in creating your investigation.
Homework: Study.
8-25(A)
Science Prospectus Lesson
Objective: I will demonstrate knowledge of the Science Classroom and Curriculum and class expectations
by highlighting the main ideas in the course prospectus.
Lesson Focus: Class discussion and interaction regarding the Science Curriculum and class procedures
and expectations.
Essential Question: What do you think would be expectations in the sixth grade Science Class?
Think Globally: What would it be like if there were no rules and expectations established?
Think critically: What do you think your role is in this class?
Warm Up:Read the following questions and write the answer on your paper under today's objective.
1. Write a list of 7-10 words that you feel represent or relate to science and explain how they relate.
2. Describe at least one event that happened this year and explain how it relates to science. Use some of
your words when you write your description.
Agenda/Instruction
1.Discuss Class procedures and expectations.
2. Discuss the prospectus and highlight the main ideas.
Homework:
Bring Back Signed Prospectus
Page 2:
8-27(A)
Science Prospectus Lesson Part 2
Objective: I will strengthen my knowledge of the Science Classroom and Curriculum and class
expectations reviewing and reflecting on the main ideas in the course prospectus.
Lesson Focus: Class discussion and interaction regarding the Science Curriculum and class procedures
and expectations.
Essential Question: What do you think would be expectations in the sixth grade Science Class?
Think Globally: What would it be like if there were no rules and expectations established?
Think critically: What do you think your role is in this class?
Warm Up:
1. What was the best science project/experiment you have ever done? What would be one you would like
to do? (Be Realistic)
2. What is your favorite thing about science and why?
3. What is the room # of our classroom?
4. When is Ms. Swanson's tutoring?
Agenda/Instruction
1. Review Class procedures and expectations.
2. Students-Write at least one important fact about each Bold Faced section of your prospectus on to a
piece of notebook paper.
3. Deepen understanding of science notebook layout.
Homework:
1. If not already done: Parents-read and sign the prospectus.
Page 3
8-29 (A)
Safety Rules Lesson
Objective: I will demonstrate understanding of safety by reviewing safety rules and identifying ?unsafe
practices using a safety cartoon.
Lesson Focus: Investigate the importance of following proper procedures in a Science Lab.
Essential Question: What are some consequences of not following proper procedures in a Science Lab?
Think Globally: Do you think Scientists around the world have established rule that they follow?
Think Critically: Apply lab Procedures to every day life. How could you use what is learned about Science
Lab safety to every day life?
Warm Up: Answer the questions below in complete sentences.
1. Why is it important to be safe in Science class? Be sure to explain your answer.
2. Choose 2 pieces of safety equipment and explain their purpose.
Classwork:
1. Complete warm up/ discuss
2. Continue reviewing prospectus/class rules/procedures/set up notebook
3. Discuss Safety Rules: Students highlight rules discussed in class. Explain eye wash, chemical shower,
broken glass container and ?location of fire extinguisher, safety blanket. Also electrical safety, spills,
goggle use and smelling chemicals.
4. Safety Cartoon-with your group,list at least 10 safety violations from the cartoons in your notebook
5. Safety First-Individually, describe the unsafe practice in each picture if there is one.
Homework:
1. Top 10 Safety Rules (back of safety rules sheet)
2. Get your safety contract signed by your parents.
Page 4
9-3 (A)
Safety Rules Lesson Day 2
Objective: I will demonstrate understanding of safety by reviewing safety rules and identifying unsafe
practices on a quiz
Lesson Focus: Investigate the importance of following proper procedures in a Science Lab.
Essential Question: What are some consequences of not following proper procedures in a Science Lab?
Think Globally: Do you think Scientists around the world have established rule that they follow?
Think Critically: Apply lab Procedures to every day life. How could you use what is learned about Science
Lab safety to every day life?
Warm Up: Write out 2 safety rules and explain why they are important.
Classwork:
1. Complete warm up/ discuss
2. Review and discuss the Top Ten Safety Rules worksheet from homework.
3. Review lab safety rules by working with a partner to highlight the main ideas for the safety rules worksheet.
4. Safety Quiz
5. Show class the online textbook and how to access it.
Homework:
None
Page 5
9-5 (A)
Diving In Day 1
Objective: Students are introduced to"The Book Support Challenge" and begin to determine and organize the
criteria and ?constraints of this challenge.
Essential Question:Why are criteria and constraints important in design?
Thinking Critically: Why is it important to work effectively
together in order to build or design something?
Think Globally: Think how you will be able to apply these skills to every day life.
Warm Up: 1. Explain the proper procedure for smelling a chemical.
2. What should you do if you break a glass beaker in the ?science lab?
3. If you are heating a chemical, what safety equipment ?should you be wearing?
4. Is it ever appropriate to eat or drink out of science ?equipment? Why or why not?
5. If you have long hair or a long necklace on, what should ?you do before an experiment?
Classwork: Diving In LS 1.1
Definitions of criteria and constraint
Homework: Imagine it is 3:00 pm and you just got home from school. You have a pet dog that needs to go out
for a walk and be fed before it gets dark at 6:00 pm. You also have estimated that you have three hours of
homework/studying to do and it must be done by 7:00 pm. Your challenge is to get it all done. List the criteria
and constraints of this challenge. Then write your plan for meeting this challenge.
Page 6
9-9(A)
Objective: I can design and create a book-support using update criteria and constraints and knowledge of
structures.
Essential Question: Why is it important to update your criteria and constraints as you continue iterations of
design?
Thinking Critically: How can you use iterations in everyday life?
Why is it important to do iterations in science?
How do iterations lead to a better solution?
Think Globally: Do you think that scientists across the world follow the same procedure for updating their
designs? Why or why not?
Warm Up: Read Pg. 18 and answer the first two reflect questions.
Classwork: Update criteria and constraints
-Design a better book-support
-New criteria and constraints
-Solution Expo
Homework: Answer the Reflect Questions on Pg 22
Page 7
9-11(A)
Objective: I can reflect upon my practices as a scientist and relate my experience to help answer the Big
Question.
Essential Question: How do scientists work together to solve a problem?
Thinking Critically: Why do we need to reflect after an investigation?
Why is it important to reflect after any learning?
How do scientists work together to solve a problem?
Think Globally: Do scientists around the world work together? How does that work with so many different
languages and cultures?
Warm Up: If you had to explain to a student who was absent what you learned in the Learning Set, what would
you tell them?
Classwork: Review the learning set
Return to the Big Question
IDEO video
Homework: None
Page 8
9-15
Objective: Students will carry out an investigation which will lead to them identifying factors that could cause variation in their results.
Essential Question: Why it important that uniform procedures and measures are needed to confirm reliability of results in scientific investigations?
Critical Thinking: What would happen if each group worked with different procedures and did not communicate or collaborate when doing and investigation?
Think Globally: Do you think scientists all over the world should follow like procedures or different procedures when conducting investigations?
Classwork: Read the Sandwich-Cookie Challenge. Design an investigation. Carry out the investigation. Record and analyze your results. Share with the class.
Homework: None
Page 9
9-17
Objective: I can analyze and interpret data collected from an investigation using a line graph. I can design and run an investigation to limit the amount of variability in my results.
Essential Question: Why is it important to eliminate variability when performing investigations and experiments.
Critical Thinking: How do you think business eliminate variability in the data that they collect?
Think Globally: Do you think there are any global factors that affect variability? Why or why not?
Classwork: Redesign investigation as a class. Conduct investigation and collect the results from the class.
Homework: Pg. 30 Reflect questions.
Page 10
9-19
Objective: Students will predict and understand how things fall and the forces that act on a falling object.
Essential Question: What factors affect the way an object falls?
Critical Thinking: What would happen in you dropped items in an area where there was no air resistance?
Think Globally: Of what use could this knowledge serve for people around the world?
Classwork: Read the Whirligig Challenge. Watch and record observations about the teacher demonstration. Mess about with a whirligig. Begin planning your investigation.
Homework: Finish the Whirligig Planning Page
Page 11
9-23
Objective: I can create a procedure for investigating the effects of mass and surface area on the falling speed of a whirligig. I can execute my procedure and collect and interpret the data.
Essential Question: Why is it important to organize our procedure and data collection process?
Critical Thinking: How do you think business standardize the processes they use?
Think Globally: Do you think there are any global factors that affect how investigation processes are created? Why or why not?
Classwork: Finish creating the investigation procedure. Conduct you investigation. Collect and interpret your data. Create a claim.
Page 12
9-25
Objective: I can summarize the investigation I did by answering a series of questions with my group. I can analyze what other groups did by reading about their work. I can compare and contrast the procedures to determine what would work well next time.
Essential Question: Why is it important to share out procedure and data collecting process?
Critical Thinking: What are some effective ways of sharing results? Why is this important?
Think Globally: Do you think there are any global factors that affect how investigation processes are shared? Why or why not?
Classwork: Complete an Investigation Expo. Answer section 3.3 Reflect questions.
Homework: None
Page 13
9-29
Objective: I can create an explanation using the data from the investigation and the science knowledge I have learned. I can evaluate my explanation and relate it to the challenge.
Essential Question: Why is it important to create an explanation for what we have investigated?
Critical Thinking: Why is each part of the explanation important?
Think Globally: Do you think there are any differences in the explanations created by scientists around the world? Why or why not?
Classwork: Read about explanations. Create and share your explanation.
Homework: Write a short letter to the president of the cereal company with a recommendation for the whirligig.
Page 14
10-1
Objective: I can create Frayer Models to understand the vocabulary terms. I can create an investigation for a new challenge using the design criteria we used for the Whirligig Challenge.
Essential Question: Do I understand everything I need to in order to be successful on my test?
Critical Thinking: Why is it important to include all of the steps of an investigation design?
Think Globally: None
Classwork: Create a study consisting of frayer models for vocabulary and an investigation design.
You have learned a bit about how things fall. You will continue learning about how things fall, but this time you will be designing parachutes. The cereal company took your advice about the whirligig changes. The changes to the whirligig made the toy more fun for children. As a result, the company sold more cereal. Now the company is back again for advice because they trust your input.
They want to place another fun toy inside the cereal box. This toy also involves something falling slowly to the ground – a parachute. The toy is free. Therefore, the cost of the toy to the cereal company must be very low. They want you to make the parachutes out of simple materials. They suggest coffee filters. Also, the slower the parachute falls, the more fun the toy will be. Your challenge is to design, test, and construct a parachute from coffee filters that will fall as slowly as possible.
Use the investigation design on Pg. 44 as your guide in creating your investigation.
Homework: Study.