Weekly Summary: Students this week are wrapping up Unit 6.1. The last of our presentations arguing for a given solution will be given. Students will also have the opportunity to retake any 6.1 tests they wish as well as complete the pretest for 6.2. Once 6.2 begins, students will get the opportunity to explore our new unit challenge, the mysterious RAD disease!
- MS-LS1-1 Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
- MS-LS1-2 Develop and use a model to describe the function of a cell as a whole and ways the parts of cells contribute to the function.
- MS-LS1-3 Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells
Student Objective: Students will communicate their solution to a problem providing evidence supporting their position.
Lesson Question: How can man affect the flow of water in their community?
Students will start the hour practicing their presentation. Students that have finished their presentation may finish their sub work from Wednesday. Student groups will present solutions for the remainder of the hour. Remaining time will be spent reviewing “best” solutions and why they were the most desirable.
Tuesday – Sub Day
Essential Question: Why were salmon introduced into the great lakes in the 1950’s?
Lesson Objective: Students will describe the life-cycle of a salmon.
I’ll be out today in order to pick up salmon eggs for our salmon in the classroom project. Students will watch a video on the life-cycle of salmon while I am out.
Homework: Salmon Worksheet
Essential Question: What area do I need to improve in order to achieve my MAP goal?
Lesson Objective: Individual per student
Compass Odyssey day. Students will work on their compass odyssey as prescribed by their NWEA-MAP score. We will also review the highpoints of our Salmon in the Classroom project.
Thursday – Lab Day
Essential Question: How does a mystery pathogen make people sick and how can we come up with a treatment plan?
- Students will communicate their prior knowledge and experience of systems and systems modeling.
- Students will communicate their prior knowledge and experience of body systems and systemic symptoms
- Students will use a model to communicate their prior knowledge and experience of how diseases and infections spread within a community.
Students will begin the hour by watching an anchor video about a disease in New York. After discussing how the disease was addressed, students will participate in a disease spreading modelling activity.
Homework: Completed Lab Sheet
Essential Question: How do we conduct an investigation and use the information we gathered?
- Students will conduct an investigation and identify what makes a good investigation.
- Students will identify the purpose of the investigation and the importance of intellectual honesty.
- Students will describe collected data and identify any areas of ambiguity.
- Students will identify how ambiguity relates to the purpose of the investigation.
Students will begin the hour by learning about the unit challenge, a mysterious dancing disease. Students will then watch an anchor video describing how a scientist would go about playing a game of “Clue”. Students will then participate in their own version of Clue. Students will finish the hour by investigating a disease outbreak at their school