Lesson Plans 5/29 – 6/1

Weekly Summary:  Students will be spending this week using the engineering process to design a therapy toy for individuals with cerebral palsy.  Students will go through the initial steps of brainstorming, choosing the best ideas, and choose one to model using the Tinkercad program.  Students may elect to build their project at home if they finish in a timely fashion.  This week will also be spend finishing MAP and other tests.

Benchmarks Addressed:

MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.

ETS1.A: Defining and Delimiting Engineering Problems

  • The more precisely a design task’s criteria and constraints can be defined, the more likely it is that the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that are likely to limit possible solutions.
MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
MS-ETS1-3. Analyze data from tests to determine similarities and differencesamong several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

 

Tuesday

Students will be introduced to the unit challenge via two videos explaining cerebral palsy and what the desired product will be.  Students will complete a problem design brief spec working in small groups.  Students who finish early will begin the brainstorming process.

 

Wednesday

Students will begin the hour reviewing the problem.  Students will then split into teams and brainstorm ideas for how to solve the problem.  Students will need to come up with at least one idea per group member.  Students will then complete a decision matrix to see which design will go into the next stage.

 

Thursday

Students will begin the hour reviewing the problem and sharing what ideas they’re electing to focus on.  Students will then complete a blueprint for their design on paper.  Once completed, students will model their design in the 3D CAD program.

 

Friday

Students will begin the hour sharing the problems they’re encountering.  Students will then complete work on their 3D Design. Students will then share their projects and discuss whether or not they met their design objectives.

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Lesson Plans 5/21 – 5/25

Weekly Summary:  Students this week continue to wrap up assessments and the school year.  This week students will begin their PLTW project in earnest, learning about the design process and using a computer-aided drafting program to model their designs.

Benchmarks Addressed:

MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.

ETS1.A: Defining and Delimiting Engineering Problems

  • The more precisely a design task’s criteria and constraints can be defined, the more likely it is that the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that are likely to limit possible solutions.
MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
MS-ETS1-3. Analyze data from tests to determine similarities and differencesamong several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

 

Monday:  Formal Assessment

Students will take the science CGA to show what they’ve learned over the year.   Students that finish early will create a PLTW account.

 

Tuesday

Students will being the hour creating thinking map to illustrate what makes a good team and why working well as a team is important.  Students will then watch an episode of Design Squad and attempt to determine the steps of the engineering process.  Students will share their lists with the class.

Essential Question – What are the steps of the engineering process?

Differentiation – Advanced students will be asked to indicate the general steps of the engineering process.  Struggling students will be asked to describe what the challenge teams did to complete their challenge.

 

Wednesday

Students will begin the hour setting up a basic engineering notebook sample portion.  Students will identify a problem and brainstorm ideas to solve the problem.  Students will then work with tinkercad to sketch up a possible solution to their issue.

Essential Question:  How can we use the engineering process to solve a problem?

Differentiation:  Students unfamiliar with the workings of Tinkercad will complete the tutorials associated with the program.

 

Thursday – Assessment Day

Students will complete the science NWEA MAP.  Students who finish early will be allowed to work on their Tinkercad project.

 

Friday – Assessment Day

Students will complete the science NWEA MAP.  Students who finish early will be allowed to work on their Tinkercad project.

 

Lesson Plans 5/14 – 5/18

Weekly Summary:  MSTEP is pretty much over for our 6th graders outside of the oddball makeup.  We’re now moving into the rest of our end of year testing.  Students this week will be wrapping up their Unit 6 presentations (A half dozen groups done so far!) and working on completing their Unit 6 assessment, along with reviewing and taking their science CGA.

Benchmarks Addressed

Semester Unifying Crosscutting Concept: Patterns, Cause and Effect

SEP: Science & Engineering Practices

  • Develop and Use Models: Develop and/or revise a model to show the relationships among variables, including those that are not observable but predict observable phenomena.

DCI: Disciplinary Core Ideas

  • LS2.A: Interdependent Relationships in Ecosystems: Although the species involved in these competitive, predatory, and mutually beneficial interactions vary across ecosystems, the patterns of interactions of organisms with their environments, both living and nonliving, are shared. (LS2-2)
  • LS2.A: Interdependent Relationships in Ecosystems: Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. (MS-LS2-1)

CCC:  Crosscutting Concepts

    • Stability and Change: Small changes in one part of a system might cause large changes in another part.
    • Cause and Effect: Cause and effect relationships may be used to predict phenomena in natural or designed systems.

 

Monday

Students will begin the hour by showing what they know with a formative assessment.  Students will then practice their presentations for 5 minutes before sharing with the class.

 

Tuesday

Students will begin the hour reviewing Unit 6’s material.  Students will then take their summative unit 6 assessment.

 

Wednesday

Students will complete their project presentations and their unit 6 summative assessment.  Students who have completed these already will work on a Final Exam review.

 

Thursday

Students will begin the hour by reviewing vocabulary and study sheets from throughout the year.  Students will then play the review game over the year’s content.

 

Friday

Students will take the science CGA summative assessment.

Lesson Plans 5/7 – 5/11

Weekly Summary:  MSTEP continues this week as we begin the wrapup on Unit 6.  Students will continue to work on their final projects and presentations.  Students will also prepare for their end of unit test.  As usual, when dealing with MSTEP we are going to be flexible with our scheduling to insure our students have as much time as they need to show off their progress on the MSTEP.

Benchmarks Addressed

Semester Unifying Crosscutting Concept: Patterns, Cause and Effect

SEP: Science & Engineering Practices

  • Develop and Use Models: Develop and/or revise a model to show the relationships among variables, including those that are not observable but predict observable phenomena.

DCI: Disciplinary Core Ideas

  • LS2.A: Interdependent Relationships in Ecosystems: Although the species involved in these competitive, predatory, and mutually beneficial interactions vary across ecosystems, the patterns of interactions of organisms with their environments, both living and nonliving, are shared. (LS2-2)
  • LS2.A: Interdependent Relationships in Ecosystems: Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. (MS-LS2-1)

CCC:  Crosscutting Concepts

    • Stability and Change: Small changes in one part of a system might cause large changes in another part.
    • Cause and Effect: Cause and effect relationships may be used to predict phenomena in natural or designed systems.

 

Monday

Students will begin the hour by showing what they know with a formative assessment.  Students will then work on their unit project.  At this point the interaction bubble map should be completed and students should be working towards their invasive species information and solution.

Essential Question:  How does my invasive species interact with my ecosystem?

Differentiation:  Small group/mixed group, simplified directions (Differentiation used for project)

 

Tuesday – MSTEP

Students will be taking the MSTEP today.  Students that have classtime will use it to continue working on their projects.

Essential Question:  How does my invasive species interact with my ecosystem?

 

Wednesday

Students will begin the hour showing what they know on a formative assessment.  Students will then work on their projects. Students at this point should be finishing their invasive species information and working on the solution portion of the project.  Students who are done will practice their presentation.

Essential Question:  How does my invasive species interact with my ecosystem?

 

Thursday

Students will begin the hour showing what they know on a formative assessment.  Students will then present their projects to the class.

Essential Question:  How and why do ecosystems change?

 

Friday – SUB DAY

Students will work with a guest teacher to study for their upcoming test by completing a review packet.

Essential Question:  How and why do ecosystems change?

Lesson Plans 4/30 – 5/4

Weekly Summary:  Welcome to M-STEP week (for our 6th graders).  Students will be spending this week preparing their final unit 6 project, splitting their time between working on their presentations and receiving instruction regarding how to come to the best solution to a given problem.  Students will also work on their M-STEP test, which we will remain flexible with regarding scheduling.

Benchmarks Addressed

Semester Unifying Crosscutting Concept: Patterns, Cause and Effect

SEP: Science & Engineering Practices

  • Develop and Use Models: Develop and/or revise a model to show the relationships among variables, including those that are not observable but predict observable phenomena.

DCI: Disciplinary Core Ideas

  • LS2.A: Interdependent Relationships in Ecosystems: Although the species involved in these competitive, predatory, and mutually beneficial interactions vary across ecosystems, the patterns of interactions of organisms with their environments, both living and nonliving, are shared. (LS2-2)
  • LS2.A: Interdependent Relationships in Ecosystems: Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. (MS-LS2-1)

CCC:  Crosscutting Concepts

    • Stability and Change: Small changes in one part of a system might cause large changes in another part.
    • Cause and Effect: Cause and effect relationships may be used to predict phenomena in natural or designed systems.

 

Monday

Students will begin the hour with an activity to determine the best choice of snack for a group.  They will identify the idea of constraints and criteria and fill out a decision matrix identifying the nominal “best” solution.  Students will then review what they know about the invasive species “Purple Loosestrife”.  Students will be assigned roles and fill out a decision matrix to determine the best solution for their interests.  Students will briefly present their findings.

Essential Question – How do we use a decision matrix to identify the best solution to a problem?

 

Tuesday – MSTEP DAY

Students will work on their M-STEP test.  They should come well-rested and ready to do their best.  Remaining time will be spent working on their ecosystem project presentation.

 

Wednesday

Students will begin the hour reviewing a solution to a problem that does not meet constraints.  They will identify the flaws in the solution and make recommendations on how to correct them.  Students will then have a class discussion comparing different solutions suggested for the purple loosestrife and come to a consensus about what the best solutions for all parties involved may be.

Essential Question – How do we use evidence to support our position within an argument?

 

Thursday – 1/2 Day

Students will begin the hour by receiving a packet containing information about an invasive species threatening their Michigan ecosystem.  Students will add a description of the invasive species to their project and make predictions about the impact it will have on their ecosystem.

Essential Question – What impact would an invasive species have on my ecosystem?

 

Friday

Students will begin the hour by reading about the invasive species Buckthorn.  Students will show what they know about decision matrixes and supporting their arguments by determining the “best” solution for a case of Buckthorn.  Students will then work on their final presentation project.

Essential Question – What impact would an invasive species have on my ecosystem?

Differentiaion – Students who are finishing early and have demonstrated mastery over covered topics will research their own solutions to their invasive species problem.

 

Lesson Plans 4/23 – 4/27

Weekly Summary:  The end of Marking Period 5 approaches!  Friday marks the end of our penultimate marking period and is a half day.  Students will be wrapping up their content lessons with our ecosystem unit by learning about abiotic influences and invasive species.  Next week will mark the beginning of their final project for the unit.

Benchmarks Addressed

Semester Unifying Crosscutting Concept: Patterns, Cause and Effect

SEP: Science & Engineering Practices

  • Develop and Use Models: Develop and/or revise a model to show the relationships among variables, including those that are not observable but predict observable phenomena.

DCI: Disciplinary Core Ideas

  • LS2.A: Interdependent Relationships in Ecosystems: Although the species involved in these competitive, predatory, and mutually beneficial interactions vary across ecosystems, the patterns of interactions of organisms with their environments, both living and nonliving, are shared. (LS2-2)
  • LS2.A: Interdependent Relationships in Ecosystems: Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. (MS-LS2-1)

CCC:  Crosscutting Concepts

    • Stability and Change: Small changes in one part of a system might cause large changes in another part.
    • Cause and Effect: Cause and effect relationships may be used to predict phenomena in natural or designed systems.

 

Monday

Students will begin the hour watching an anchor video about a fox hunting in the winter.  Students will discuss the implications of items in the environment that makes life easier or harder for the creatures living there.  Students will then run the “Deerlandia” simulation, showing how an abiotic factor can influence biotic populations.

Essential Question:  How do abiotic factors influence populations within an ecosystem?

Differentiation: Mixed ability groups as needed

 

Tuesday

Students will begin the hour completing a lesson summary for Lesson 6.  Students will then watch a video showing the impact of the invasive species “Purple Loosestrife”.  Students will then complete a graph showing the impact Purple Loosestrife has on biodiversity in an area.

Essential Question:  How do invasive species affect the populations within an ecosystem?

Homework:  Purple Loosestrife Graph

 

Wednesday

Students will begin the hour completing a lesson summary on Lesson 7.  Students will then work on SLC folders for upcoming conferences.  Remaining time may be used to finish “loose” assignments.

Essential Question:  Am I prepared for the final marking period?

 

Thursday

Students will begin the hour by reviewing the unit problem.  Students will then be assigned to an ecosystem and begin working on their final project.

Essential Question – How and why do ecosystems change?
Summative Assessment – Ecosystem Challenge

 

Friday – 1/2 Day

Students will begin the hour reviewing the requirements for their unit project.  Students will work on the project for the remainder of the hour.

Lesson Plans 4/16 – 4/20

Weekly Summary:  I hate winter.  Otherwise, students are continuing their Mi-Star 6.6 unit with the emphasis this week being on relationships and their impact within an ecosystem.  Students will work mainly with simulations and media this week.

Benchmarks Addressed

Semester Unifying Crosscutting Concept: Patterns, Cause and Effect

SEP: Science & Engineering Practices

  • Develop and Use Models: Develop and/or revise a model to show the relationships among variables, including those that are not observable but predict observable phenomena.

DCI: Disciplinary Core Ideas

  • LS2.A: Interdependent Relationships in Ecosystems: Although the species involved in these competitive, predatory, and mutually beneficial interactions vary across ecosystems, the patterns of interactions of organisms with their environments, both living and nonliving, are shared. (LS2-2)
  • LS2.A: Interdependent Relationships in Ecosystems: Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. (MS-LS2-1)

CCC:  Crosscutting Concepts

    • Stability and Change: Small changes in one part of a system might cause large changes in another part.
    • Cause and Effect: Cause and effect relationships may be used to predict phenomena in natural or designed systems.

Patterns: Patterns can be used to identify cause and effect relationships.

 

Monday

Students will begin the hour reviewing what we’ve learned about so far that will impact an ecosystem.  Students will then watch a video clip on a predator catching its prey and discuss.  Students will then work with a predatory-prey simulation to identify patterns in population shifts.

Essential Question – What impact does a predator-prey relationship have within an ecosystem?

 

Tuesday

Students will begin the hour completing a lesson summary on Monday’s predator-prey simulation and discussing their results.  Students will then watch a series of video clips that show organisms working together in a mutualistic relationship.  Students will provide evidence about what makes a relationship mutualistic and make predictions about population patterns of an ecosystem in which mutualism is present.

Essential Question – What impact does a mutalistic relationship have within an ecosystem?

Homework – Relationship Graph Interpretation

 

Wednesday

Students will begin the hour completing a lesson summary on Tuesday’s Mutualism lesson.  Students will then watch a video clip showing a fox interacting with the environment.  Students will then run a simulation on how abiotic factors (snow) affect biotic populations (deer).

Essential Question – What impact do abiotic factors have on populations within an ecosystem?

 

Thursday

Students will begin the hour completing a lesson summary on Wednesday’s lesson on abiotic factors in the environment.  Students will then watch a video documenting one of Michigan’s invasive species, noting how it impacts our ecosystems.

Essential Question – What impact do invasive species have on populations within an ecosystem?

Homework – Mouse Catching Graph

 

Friday

Students will begin the hour defining the relationship terms we’ve learned this week in their ISJ.  Students will then complete their viewing of an invasive species in Michigan.  Students will have the remainder of the hour to complete lingering or missing assignments.

Essential Question – What impact do invasive species have on populations within an ecosystem?

Milwood STEM Magnet – 6th Grade Science