Science Classroom Connection

Students: Make sure that you complete your report, since you did not finish it in class.

Directions: You are an engineer investigating devices that travel the farthest and can stay in the air the longest. Write a report updating your team about your plan to build paper plane prototypes.

In your report, include the following:

1. Explain how your team will work together to design the paper plane prototypes.
2. Describe main structural features for the planes your team might include. Use evidence   based on your previous experience(s).

                                                  Word Bank

design

collaboration

infer

function

model

evidence

reinforcement

prototype

observe

structure

engineering design process

ALL STUDENTS: Type or copy & paste the following headings in the YouTube search bar and click enter to watch each of the following videos in order to IMPROVE upon your Engineering Design Process, after you have completed your first design, collected its data, and graph it. Remember that you will only proceed with design 2 AFTER all the work for design 1 has been completed, shown to your teacher, and your teacher gave you a permission to proceed to design 2, probably after two school days. 

Improving your engineering design videos are:

• How to make the world record paper airplane for distance? 
• Longest Flying Paper Airplane Tutorial – How to make the world’s longest flying paper airplane? 

How is your design of your picnic for your friends similar to a design of a new house or a spaceship that can take you to the moon?

Write your response in about 4-6 complete sentences. Remember to focus on the steps for the engineering design process that we worked on in class earlier this week.

Explore: https://www.egfi-k12.org/#

Write down 6 Engineering Fields

Under each field write:

1.) Where do they work

2.) Materials involved

3.) One other fact

While standing in one of the three assigned groups, students will rotate an assigned cube.

Each student will observe its characteristics, look for any patterns, and then write them down, in order to for each student to create the piece of writing on C.E.R. as a summative task.

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.

Students: This is simply a reminder that upon your return from the Labor Day holiday weekend, we will have a short evaluation based on your observation skills, as you will look for patterns in an assigned object, in order to proceed and declare your claim statement as well as your reasoning statement(s), that is supported by your evidence to reflect what you have claimed based on your observations of your assigned object.

Students will undertake their final examination in science based on what they have been learning through Semester 2, since the last week of January 2018.

Note that this test has been coordinated by the science department, which means no one member created the test, as it has been a collaborative effort with input from all teachers involved in the subject matter.

It is highly recommended that students review the study guide handout that has been given to them since Friday, June 8, 2018. The study guide encompasses all the concepts/vocabulary that the students have learned and are expected to know for the final examination.

Students will be evaluated on Monday on our recent study of fossils and geologic time that are based upon our class discussion and reinforcement activities.

Students are highly advised to review their class notes along with any pertinent study guides that they have at their disposal, along with the review handout that was given on Friday, and which is also found on their Google classroom for both of these sections.

Students are to use their online textbook that was shared with them through their school email to complete the assignment on the reading guide/study guide on Section 3.5: Time Marches On, that is due tomorrow.