Science Classroom Connection

In your interactive student notebook, answer the following questions in complete sentences about the article that we finished yesterday on Amazon Delivery Drones.

You do not need to write the question this time, since it is on the iblog for you.

REFLECTION QUESTIONS

1) What surprised you?

2) What did the author think you already knew?

3) What challenged, changed, or confirmed what you already knew?

4) What factors would you have to consider if you wanted

     to deliver food by drone to an overseas remote location?

5.) How do airdrop delivery systems change the lives of people?

Remember that you must have your article on “Amazon Delivery Drones” annotated through talking to the text BY MONDAY THE 1ST. OF OCTOBER. Remember that you must have at least 2 questions/2 predictions/2 wonders/2 connections/2 summaries.

Also make sure that you understand the meaning of how the following vocabulary are used in the article:

Article: Amazon Delivery Drones Vocabulary

Students: In case you did not complete the classwork on the foldable, see the attachment below:

Inquiry Definitions Page 1

Inquiry Definitions Page 2

Reminder: Your Interactive Student Notebook (ISN) will be counted as a summative score when the notebook is checked by your classroom teacher, as no due date will be given. Keep up with all your assignments in your ISN. There will be no do-overs for the ISN, because it is always supposed to be with you in class, and goes home with you when you need to do any assigned work in it. 

Students are to do Frayer models on the remaining terms below that are now in bolded-type (in dark print):

Engineering design process

Inference

Observation

Scientific inquiry

Model

Prototype

Speed

Air resistance

Collaboration

Criteria

Constraints

Human impact

Environmental Impact

If you did not finish the Frayer models on the assigned terms in class, here they are:

Do ONLY the Bolded Terms

Engineering design process

Inference

Observation

Scientific inquiry

Model

Prototype

Speed

Air resistance

Collaboration

Criteria

Constraints

Human impact

Environmental Impact

Students are to create a concept web like we demonstrated in class using “Air-Dropping of Food” as the central idea, and it includes the four key variables:

Criteria, constraints, human impact, and environmental impact.

Remember also that each of the four variables must have four sub-variables, for a total of sixteen (16).

Most importantly, you must have context clues to connect the circles or ovals, like the classroom teacher showed you in class. If you were absent or school-related due to your extra-curricular activity, it is your responsibility to find out what you missed during this weekend from your classmates. No exceptions!!

Students: Below is a cube design that you need to print, fill in, fold, tape, and have it contain numbers, letters, and patterns, similar to our formative and summative assessments that we had done in class. You will have ONLY this Two-Day weekend to do this and write it up as an explanation through our C.E.R. method. This assignment will replace your summative score of the same work that you had done in class, but performed below the seventy percentile (70%), our cut-off point.  Since the 70% is our cut-off point, students above 70% do not qualify for this assignments.

Again the question is: What is missing on the bottom of your designed cube?

Students: This is simply your reminder that you need to complete the annotation of your article, based on the “Talk to the Text” rubric that was given to you in class today, and you were asked to affix it (glue or tape it) in your interactive science notebook and document it in your Table of Content with today’s date (9/20/18), along with its title, and your notebook page number.

DO REMEMBER THAT THIS FORMATIVE ASSIGNMENT WILL BE GRADED.

Answer the following questions individually on a separate sheet of paper.

1. What were the main structural features of your prototype?
2. How could you improve the design of your prototype?
3. What previous science knowledge or experiences did you use to redesign your build?
4. What were some strengths of working together as engineers?
5. What are some areas that your team needs to improve next time?

It appears that several students are still struggling in comprehending our writing format based on the C.E.R. method. Again, here is the sample below for you to make sure that you are familiar with the process.

DO REMEMBER THAT YOU NEED TO TIE IN YOUR EVIDENCE TO YOUR CLAIM IN THE REASONING SECTION. IN OTHER WORDS, YOU USE YOUR EVIDENCE TO SUPPORT YOUR CLAIM IN THE REASONING SECTION OF YOUR WRITING PROCESS.

C.E.R. Sample

Question: What is missing on the bottom of the box/cube?

Claim: The number 4 or four dots are missing on the bottom of the cube.

Evidence: Each side of the cube has a specific number of dots between 1 and 6 except one blank side. Examining each side, it appears that these dots are numbered in sequence from 1 through 6, except 4 with its dots is missing.

Reasoning: Therefore, the missing number on the bottom of the cube has to be 4 with its missing dots, because the other sides are in sequence between 1 through 6, each having its correct number of dots.